华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2014, Vol. 32 ›› Issue (4): 40-46.

• 教育理论 • 上一篇    下一篇

教师发展的非反思路径

王加强   

  1. 南京师范大学教师教育学院，南京 210097
  • 出版日期:2014-12-20 发布日期:2015-01-06
  • 通讯作者: 王加强
  • 作者简介:王加强

The NonReflective Approach to Teacher Development

WANG Jia-Qiang   

  1. College of Teacher Education，Nanjing Normal University，Nanjing 210097
  • Online:2014-12-20 Published:2015-01-06
  • Contact: WANG Jia-Qiang
  • About author: WANG Jia-Qiang

RichHTML

36

PDF

1652

被引次数

2

摘要： 教师发展有反思与非反思两条途径。前者是教师在将教育教学活动对象化、课题化和教育认识显性化、公共化的前提下，通过理性方式谋求发展。后者是教师在未将教育教学活动对象化、课题化和教育认识显性化、公共化的前提下，以非理性方式谋求发展。非反思路径要么被忽视，要么被轻视，形成了反思路径的“唯一性神话”。这个神话源自理性主义认识论及建基于此的教师专业发展概念。而这两者在哲学与教育学中都遭到了批判。因此，我们应关注、重视非反思路径。它的形态包括：默会怀疑、内隐学习、悟性思维、以心识心等。

关键词: 教师专业发展, 教师反思, 默会怀疑

Abstract: There are two approaches to teacher development. The reflective approach to teacher development requires teachers to think about questions in teaching and allow the teachers to develop through critical thinking. On the contrary, the nonreflective approach to teacher development doesn’t require teachers to think about questions in teaching and allow the teachers to develop through nonrational thinking. The nonreflective approach to teacher development tends to be ignored or underestimated because of the rational epistemology and the consequent conceptualization of teacher professional development. The patterns of nonreflective approaches include tacit doubting, implicit learning, etc.

Key words: teacher development, teacher professional development, reflection of teacher, tacit doubting