论教师教育实践取向的误识及其超越
发布时间：2018-08-09 18:01
【摘要】：当前不少师范院校教师教育实践取向改革正在如火如荼地进行,它始终强调师范生教育实践能力的养成。不过,在这些改革的背后还存在着对教师教育实践取向的误识:教育实践的神圣化、教育实践的标准化和教育实践的技艺化,导致其改革效果不佳。追根溯源便是技术理性的反映与灌输在发挥作用,主要表现为主客体二元对立认识论的作祟和刺激反应联结学习理论的影响。在反思性实践视域中,教师教育实践取向的路径可以从以下四个维度进行超越:一是强调经验与情境的基础性作用,二是重视实践性知识的有效生成,三是注重实践与反思的互动融合,四是增强师范生的教育信念。
[Abstract]:At present, many teachers' educational practice orientation reform is in full swing, which always emphasizes the cultivation of normal college students' educational practice ability. However, there are still some misunderstandings about the orientation of teachers' educational practice behind these reforms: the sacredness of educational practice, the standardization of educational practice and the skill of educational practice, which lead to the poor effect of the reform. Tracing back to the source is the reflection and indoctrination of technical rationality, which is mainly reflected by the dualistic epistemology of subject-object antagonism and the influence of the theory of stimulus reaction. In the perspective of reflective practice, the path of teachers' educational practice orientation can be transcended from the following four dimensions: first, emphasizing the basic role of experience and situation, and second, attaching importance to the effective generation of practical knowledge. The third is to pay attention to the interaction of practice and reflection, and the fourth is to strengthen the educational belief of normal students.
【作者单位】： 上饶师范学院教育科学学院;
【分类号】：G652.0
本文编号：2174869
[Abstract]:At present, many teachers' educational practice orientation reform is in full swing, which always emphasizes the cultivation of normal college students' educational practice ability. However, there are still some misunderstandings about the orientation of teachers' educational practice behind these reforms: the sacredness of educational practice, the standardization of educational practice and the skill of educational practice, which lead to the poor effect of the reform. Tracing back to the source is the reflection and indoctrination of technical rationality, which is mainly reflected by the dualistic epistemology of subject-object antagonism and the influence of the theory of stimulus reaction. In the perspective of reflective practice, the path of teachers' educational practice orientation can be transcended from the following four dimensions: first, emphasizing the basic role of experience and situation, and second, attaching importance to the effective generation of practical knowledge. The third is to pay attention to the interaction of practice and reflection, and the fourth is to strengthen the educational belief of normal students.
【作者单位】： 上饶师范学院教育科学学院;
【分类号】：G652.0
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