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): 47-54.

• 教育理论 • 上一篇    下一篇

经验传承、实践反思与人生教育 
——论教学活动的三种形态及与教师发展的关系

程良宏   

  1. 华东师范大学课程与教学研究所，上海 200062
  • 出版日期:2014-12-20 发布日期:2015-01-06
  • 通讯作者: 程良宏
  • 作者简介:程良宏
  • 基金资助:

    教育部人文社会科学青年基金项目（12YJC880013）；新疆师范大学自治区普通高校人文社会科学重点研究基地“新疆教师教育研究中心”项目“新课程改革中新疆少数民族教师专业认同研究”（XJEDU040513B02）、新疆维吾尔自治区重点学科“课程与教学论”重大招标项目（12XSQZ0301）。

Experience Inheritance, Reflective Practice and Life Education:Three Forms of Teaching and its Relation to Teacher Development

CHENG Liang-Hong   

  1. Institute of Curriculum and Instruction, East China Normal University，Shanghai 200062
  • Online:2014-12-20 Published:2015-01-06
  • Contact: CHENG Liang-Hong
  • About author: CHENG Liang-Hong

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摘要： 把教学理解为经验传承活动，承认了经验之于教师发展的价值，但有唯经验化、技术化危险。将教学看作实践反思活动，有助于确立教师的专业主体身份，却可能产生狭隘的“专业主义”倾向。把教学作为人生教育活动，是将教学作为师生当下生活实践和导向人生价值觉醒的行动，它把教师的人生经验、生活实践与教学行动联为一体，教师、学生和知识经验形成一种互渗结构，成为经由现实达至超越的人生实践。教学及教师专业发展研究不仅需要从经验传承和实践反思的角度理解教师的教学活动，更需要从“人生教育”的角度去进行理解，这样更有可能使教师发展和教育教学回归教育的本真意蕴。

关键词: 教学活动, 教师发展, 经验传承, 实践反思, 人生教育

Abstract: Teaching is a critical arena for teacher development. As teaching is viewed as the inheritance of experience, so is experience recognized as of great significance in teacher development. Nevertheless, this runs the risk of empiricism and instrumentalism. Perceived as reflective practice activities, teaching helps to establish teacher’s professional identity, but tends to result in narrow “professionalism”. Teaching, as a process of life education, focuses on the existing life of teachers and students and the awakening of life value, integrating teachers’ life experience and practice and teaching activities. Further, teachers, students and knowledge experience develop into an mutually permeating structure. Researches on teaching and teacher development should deal with not only the inheritance of experience but also life education.

Key words: teacher development, experience inheritance； reflective practice, life education