论西方教师教育研究范式及其转向

发布时间：2018-04-09 18:27

本文选题：西方教师教育研究范式　切入点：范式转向　出处：《教师教育研究》2017年04期

【摘要】：基于文献的阅读梳理,发现教师教育研究经历了实证主义、建构主义和后现代主义三种不同的范式。在内外部因素影响下,三种范式经历博弈、转向,最终走向了和谐共存。教师教育研究主体从教师教育领域之外的研究者,到专业研究者,目前融入了一线教师以及教育行政机构的人员,研究提倡多元主体的沟通对话和平等协作。教师教育研究内容从关注教师外在行为到教师知识、认知和思维等,研究主题日益丰富。教师教育研究方法从量化研究、质性研究,到多种研究方法的补充发展。本文借用中国传统文化中动态八卦图以及"和"的概念表达对西方教师教育研究三种范式起承转合的理解,并进一步讨论了范式转向对于中国教师教育研究的启示。
[Abstract]:Based on literature review, it is found that teacher education research has experienced three different paradigms: positivism, constructivism and postmodernism.Under the influence of internal and external factors, the three paradigms go through game, turn, and finally move towards harmonious coexistence.The research subjects of teacher education, from researchers outside the field of teacher education to professional researchers, are now integrated with front-line teachers and personnel of educational administrative institutions. The research advocates the communication, dialogue and equal cooperation of multiple subjects.The research contents of teacher education from paying attention to teachers' external behavior to teachers' knowledge, cognition and thinking are increasingly rich.Teacher education research methods from quantitative research, qualitative research, to the complementary development of various research methods.This paper uses the concept of dynamic gossip graph and "he" in traditional Chinese culture to understand the three paradigms of teacher education research in the West, and further discusses the enlightenment of paradigm shift to the research of teacher education in China.
【作者单位】：教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心;
【分类号】：G659.1

【相似文献】