华东师范大学学报(教育科学版) ›› 2016, Vol. 34 ›› Issue (1): 57-61.doi: 10.16382/j.cnki.1000-5560.2016.01.008

• 教师教育 • 上一篇    下一篇

钟摆振动与介入转化
——教师发展中教育理论与教师实践的关系审思

程良宏   

  1. 新疆师范大学教育科学学院,乌鲁木齐 830054;华东师范大学课程与教学研究所,上海 200062
  • 出版日期:2016-03-15 发布日期:2016-03-31
  • 通讯作者: 程良宏
  • 作者简介:程良宏
  • 基金资助:

    基金项目:新疆维吾尔自治区社科基金“新疆中小学双语教师的文化理解力及其培养研究”(2015BJYX113)和新疆师范大学自治区文科基地“新疆教师教育研究中心”项目( XJEDU040513C02)。

The Pendulum Vibration and Interventional Transformation: Rethinking Teacher Development Theory and Teaching Practice

CHENG Liang-Hong   

  1. Xinjiang Normal University, Ulumuqi 830054, China
  • Online:2016-03-15 Published:2016-03-31
  • Contact: CHENG Liang-Hong
  • About author:CHENG Liang-Hong

摘要: 教育理论优先抑或教师实践优先的钟摆振动长期困扰着教师发展,致使教育理论者产生盲目自持的理论优越感或唯实践是从的理论自卑,使教师对教育理论无所适从或质疑抗拒而凭借经验行事。教育理论者要使其教育理论有效作用于教师实践,须向教师实践生活不断介入转化,在尊重和理解教师实践基础上生成教育理论。教师要想获得更好的发展,需要向理论者的理论生活介入转化,通过理论学习、理论批判和实践理论构建提升实践的理论品质和素养。

Abstract: Teaching practice and the related educational theory are two important factors in teacher development, and their relationship has been a major concern. Some discussions on the relationship focus on the problem of pendulum vibration swinging to theory preference or practice preference, which has long been a resistance to teacher development, hence the practical doctrines and the theoretic doctrines in teacher development. According to the practical doctrines, teacher development mainly relies on the accumulation of individual experiences and learning from others. Only in this way can a teacher make proper decision to ensure the smooth process of educational activity;thus teacher development is a bottom–up way and practice preference. On the other hand, according to the theoretic doctrines, teacher development is a reflective action originating from a living subsistence. Under the constraints of his individual knowledge organization, daily focuses and thinking habits, it’s so hard for a teacher to create a universal development theory that he has to turn to educational theorist’s guidance to overcome the shortcomings of his experiences. In the long-standing conflict between “practical experience line” and “theoretic guidance line”, there appears in teacher development the phenomenon of pendulum swing. At times when the theoretic guidance line is prevailing, teaching practice tends to be underestimated by the educational theorists, causing the lack of subjectivity and agency in teacher development. Then, the values of teachers’ practical experience are reexamined and refocused, and the theoretic guidance line could be reconstructed and surpassed. And the line of education theory preference gradually swings to the line practical experience preference. Studies show that the pendulum swing between practical experience and educational theory has caused the blind theoretical privilege or theoretical inferiority and submissive to the practice among educational theorists. This could lead to teachers’ disorientation or resistance to the educational theory and turn to his experiences. So, it’s necessary to reexamine the relationship between educational theory and practical experience, which will help improve teacher development. In this article, the author argues that nowadays if the educational theorists expect educational theories to play an effective role in teacher’s practice, they must engage themselves in teachers’ practical life, and generate new educational theories on the base of respect and understanding of teachers’ practice. On the other hand, if teachers want to seek a better professional development, they must intervene in theorist’s theoretical life, and by learning educational theories and the reconstruction of practical theory, they can improve their theoretical practice.

Key words: teacher development丨education theory, teacher practice丨pendulum vibration丨interventional transformation