摘要
根据库恩范式理论的基本结构,教师教育范式结构包含形而上学范式、社会学范式和人工范式三个层面。教师教育的人文性和实践性决定了教师教育范式不只是一个科学研究的范式,而且是一个理论研究与实践操作融为一体的范式。教师教育共同体知识观的转变是教师教育范式转换的根本原因。以独白为特征的科学知识观导致了工具理性的教师教育范式。只有在对话知识观基础上,教师教育的所有参与者通过平等对话、交流、沟通与合作,形成拥有共同的信念、价值观和研究方法的交往共同体,建立起交往理性的教师教育范式,才能够克服工具理性教师教育范式所导致的危机。
According to the basic structure of Kuhn paradigm theory, the structure of paradigm in teachers＇ education contains three levels including metaphysical paradigm, sociological paradigm and artifact paradigm. The humanity and practicality of teachers＇ education decide that the paradigm of teachers＇ education is not only a scientific research paradigm, but also a paradigm integrating theoretical research and practical operation. The change of community knowledge outlook in teachers＇ education is the fundamental reason for the shift of teachers＇ educational paradigm. The scientific knowledge outlook featuring monologue led to the instrumental rational paradigm of teachers＇ education. The crisis caused by instru mental rational paradigm of teachers＇ education can only be overcomed on the basis of dialogue knowledge outlook, when all the participators of teachers＇ education form the communication community possessing common faith, values and reand establish communicative rational paradigm of teachers＇education.
出处
《教育研究》
CSSCI
北大核心
2008年第4期83-88,共6页
Educational Research
关键词
教师教育范式
知识观
范式理论
共同体
the paradigm of teachers＇ education, knowledge outlook, paradigm theory, community
