摘要
教师反思是教育实践改善之道。当前的教师反思存在着"去理论"的倾向,需对教师反思与教育理论的关系做认真的考察。历史地看,近代以来,教师反思与教育理论的关系经历了技术理性取向和反思性实践取向两个阶段,表现为相互排斥、彼此分离。然而这种排斥和分离不会是永远的,教育实践不仅有生成性的一面,也有确定性的一面,这决定了教师对教育实践的反思探究需遵循教育实践的内在法则,理论观照是教师有效反思的必要条件。要促进教师在理论观照下反思,需提升教育理论对教师的吸引力,发展教师以一定理论原则为依据进行反思的意识和能力。
Teacherreflection is the way to improve education practice. The current teachers’ reflection has the tendency to exclude education theory,and the relationship between teachers’ reflection and education theory should be carefullyprobed. Historically,the relationship between teachers’ reflection and education theory has experienced two stages,namely technical rationality orientation and reflective practice orientation,which is manifested as mutual exclusion and separation. However,such exclusion and separation will not be permanent. Education practice has not only a generative side,but also a deterministic side,whichdetermines that teachers’ reflection and exploration of education practice should follow the internal laws of education practice.Theoretical observation is a necessary condition for teachers to reflect effectively. To promote teachers’ reflection under theoretical observation,it is necessary to enhance the attraction of education theory to teachers and develop their awareness and ability to reflect based on certain theoretical principles.
出处
《福建师范大学学报（哲学社会科学版）》
CSSCI
北大核心
2019年第1期149-155,161,172,共9页
Journal of Fujian Normal University:Philosophy and Social Sciences Edition
基金
全国教育科学"十二五"规划教育部重点课题"培养反思型教师--职前教师教育课程与教学改革研究"(编号:DHA130264)研究成果
