教师教育范式研究
发布时间：2018-09-11 17:14
【摘要】： 随着后现代社会的到来,传统教师教育已经不能适应时代发展的需要而面临着范式的变革。教师教育范式何去何从是摆在我们面前的一个非常现实和重要的任务,对此我们必须做出选择。 本文从库恩范式入手,在解读库恩范式理论的基础上,提出了教师教育范式的基本结构与内涵,指出实现教师教育范式转变的根本原因是知识观的变革。通过对知识观的分析,认为独白知识观所导致具有工具理性特点的教师教育范式,使教师教育出现了理论脱离实践、科学背离伦理的危机。只有在对话知识观基础上建立起具有交往理性特点的教师教育范式,才能克服工具理性教师教育范式的危机,而且交往理性的教师教育范式已初露端倪。 本文作为一种理论研究,辩证逻辑的研究方法是必不可少的,但却不是惟一的。逻辑方法只能保证思维形式的正确,却不能保证思维内容的正确性与合理性。任何理论的前提假设还必须借助于哲学的审思。因此,本研究还使用了批判性研究方法。 本文主要内容有四章。第一章在解读库恩范式的基础上对教师教育范式的结构与内涵进行了分析与研究;第二章对独白知识观和对话知识观进行了详细地探讨,并对独白知识观形成的工具理性和对话知识观形成的交往理性进行了阐明;第三章对工具理性的教师教育范式从哲学层面、社会学层面和实践操作层面进行了分析,并阐述了工具理性所导致的危机:第四章在与第三章同样视角下分析了对话知识观影响下交往理性的教师教育范式的主要内容,认为只有交往理性的教师教育范式才能够克服工具理性造成的教师教育的危机。 本文得出的主要结论是: 首先,库恩提出的范式不仅只是一个概念,而是一个包含着形而上学范式、社会学范式和人工范式等三个层面有机统一的系统理论。实现范式转变的根本因素是科学共同体知识观的改变。教师教育范式也是一个包含着这三个层面的系统理论。教师教育的人文性和实践性决定了教师教育范式在内涵上不同于库恩的自然科学范式。它不只是一个理论范式,而且是理论研究与实践操作融为一体的范式。教师教育共同体知识观的改变是实现教师教育范式转变的根本因素。 其次,根据认识主体与认识对象之间的关系,将知识观分为独白知识观和对话知识观。独白知识观建立在主客体关系基础上,将一切认识对象视为客体,认识对象是认识主体为满足自身需要和欲望的工具,独白知识观只能将主观和客观的统一或者符合视为衡量知识的标准,知识是终极的真理;在主客关系中,只有独白,没有对话。对话知识观建立在主体间关系之上,将认识对象视为主体。主体双方之间是一种“互为主体”的平等交流、相互理解的交往对话关系。知识的标准是开放的,是认识者与认识对象通过交往对话形成的“共识”。 再次,传统教师教育范式是建立在独白知识观基础上的具有浓厚工具理性特点的范式。其工具理性特点主要表现为:在专家共同体的信念中,将教师教育类比为职业技术或医学、法律等科学;教师是教学的“熟练技师”;在具体的教师培养过程中,教育专家作为主体可以按照预定目标、计划和标准,将学习者改造成符合自己需要的、能够有效传递知识的“标准工具”。学习者是被动的、被塑造和被利用的客体,没有自己的声音和权利;受工具理性的支配,研究者以实证主义的定量化、形式化作为教师教育研究的方法;科学知识的霸权地位剥夺了本土知识的合法性,造成了研究者对我国教师教育发展历史、尊师重教的民族传统、基本国情以及独特的教师教育资源等的“集体遗忘”,也造成了研究者多元思想的祛魅。工具理性给教师教育带来了巨大危机:一是理论与实践的分离,二是科学与伦理的背离。教师教育范式的危机导致教师教育面临着范式的转变。 最后,建立在对话知识观基础上的交往理性教师教育范式已经初露端倪。其交往理性特点已经在共同体的信念层面、理论研究层面和实践层面显露出来,主要表现为:教师教育共同体是由教师教育的所有参与者(包括教师教育研究者、教师教育实践者、作为对象的准教师和教师以及教师教育的政策制定者等)组成的交往共同体。通过共同体成员之间的对话与交流、沟通与合作,克服了由专家共同体独自所造成的教育、教学理论与实践脱节的问题。在交往共同体的信念中,教师教育具有人文社会科学和实践的性质;教师是具有自主性的主体,是文化的建构者,是能够对自身教学实践进行反思的研究者,是教学专业发展的主人,教师自身的教学实践知识得到重视;教师培养的理念也发生转变,教师自主“成长”的观念代替“培养”和“培训”而成为核心理念;教学概念恢复了它的本真含义,教即是学,教学就是对话学习过程,对话学习克服了传统的教的独自;研究方法不再只是实证研究,还注重以理解为核心的质的研究方法。作为教师教育发展赖以生存土壤的本土知识的重要性开始为人们所重视,交往理性教师教育范式还克服了科学与伦理的背离,当今的教师教育已经反映出了这一范式转变的趋势。只有对话的知识观能以其自身的合理性担当起范式重建的重任。
[Abstract]:With the arrival of the post-modern society, the traditional teacher education has been unable to meet the needs of the development of the times and is facing the paradigm change.
Starting with Kuhn's paradigm and on the basis of interpreting Kuhn's paradigm theory, this paper puts forward the basic structure and connotation of teacher education paradigm, and points out that the fundamental reason for the transformation of teacher education paradigm is the change of knowledge view. Only by establishing a teacher education paradigm with communicative rationality on the basis of dialogical knowledge view can we overcome the crisis of instrumental rationality teacher education paradigm, and the communicative rationality teacher education paradigm has emerged.
As a theoretical study, the research method of dialectical logic is indispensable, but it is not the only one. The logical method can only guarantee the correct form of thinking, but can not guarantee the correctness and rationality of the content of thinking. Study the method.
The first chapter analyzes and studies the structure and connotation of the teacher education paradigm on the basis of the interpretation of Kuhn's paradigm; the second chapter discusses the monologue view of knowledge and the dialogue view of knowledge in detail, and expounds the instrumental rationality formed by the monologue view of knowledge and the communicative rationality formed by the dialogue view of knowledge. The third chapter analyzes the teacher education paradigm of instrumental rationality from the philosophical level, the sociological level and the practical operation level, and expounds the crisis caused by instrumental rationality: The fourth chapter analyzes the main content of the teacher education paradigm of communicative rationality under the influence of the view of dialogue knowledge from the same perspective as the third chapter, and holds that only communication exists. The rational paradigm of teacher education can overcome the crisis of teacher education caused by instrumental rationality.
The main conclusions of this paper are:
Firstly, the paradigm proposed by Kuhn is not only a concept, but also a systematic theory which contains three levels: metaphysical paradigm, sociological paradigm and artificial paradigm. The humanism and practicality of teacher education determine that the paradigm of teacher education is different from Kuhn's paradigm of Natural Science in its connotation. It is not only a theoretical paradigm, but also a paradigm integrating theoretical research and practical operation. The change of the knowledge view of teacher education community is the fundamental factor to realize the transformation of teacher education paradigm.
Secondly, according to the relationship between cognitive subject and cognitive object, knowledge view is divided into monologue knowledge view and dialogue knowledge view. Unity or conformity is regarded as the criterion to measure knowledge, and knowledge is the ultimate truth; in the relationship between subject and object, there is only monologue and no dialogue. The standard is open. It is a consensus formed by the interaction between the cognitive object and the cognitive object.
Thirdly, the traditional paradigm of teacher education is a paradigm with strong instrumental rationality based on the monologue view of knowledge. Its instrumental rationality is mainly manifested as follows: in the belief of the expert community, teachers'education is analogized to vocational technology or medicine, law and other sciences; teachers are "skilled technicians" in teaching; and in the specific training of teachers. In the process of cultivation, educational experts, as the main body, can transform learners into "standard tools" which meet their own needs and can effectively transfer knowledge according to the predetermined goals, plans and standards. The hegemonic status of scientific knowledge deprives the legitimacy of indigenous knowledge, which leads to the "collective forgetting" of the history of teacher education, the national tradition of respecting teachers and emphasizing education, the basic national conditions and the unique resources of teacher education, and also leads to the pluralism of researchers. The disenchantment of ideas and instrumental rationality have brought about great crises to teacher education: the separation of theory and practice, and the deviation of science and ethics.
Finally, the communicative rational teacher education paradigm based on the dialogical knowledge view has emerged. Its communicative rational characteristics have been revealed at the level of belief, theory and practice in the community. The main manifestation is that the teacher education community is composed of all participants in teacher education (including teacher education researchers, teaching). A communicative community consisting of practitioners of teacher education, prospective teachers, teachers, and policy makers of teacher education. Through dialogue and communication, communication and cooperation among members of the community, the problem of disconnection between education, teaching theory and practice caused by the community of experts alone is overcome. Teacher education has the nature of Humanities and Social Sciences and practice; teachers are the subject of autonomy, the builder of culture, the researcher who can reflect on their own teaching practice, the master of teaching professional development, the teacher's own teaching practical knowledge has been paid attention to; the concept of teacher training has also changed, and the teacher "becomes" independently. The concept of "long" replaces "training" and "training" and becomes the core concept; the concept of teaching restores its true meaning, teaching is learning, teaching is the process of dialogue learning, dialogue learning overcomes the independence of traditional teaching; research methods are no longer just empirical research, but also focus on understanding as the core of the qualitative research methods. The importance of indigenous knowledge in the soil on which education depends for survival has begun to be valued by people. The paradigm of communicative rational teacher education has also overcome the deviation between science and ethics. Today's teacher education has reflected the trend of this paradigm shift. Only the concept of knowledge through dialogue can play the important role of paradigm reconstruction with its own rationality.
【学位授予单位】：陕西师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G451
本文编号：2237331
[Abstract]:With the arrival of the post-modern society, the traditional teacher education has been unable to meet the needs of the development of the times and is facing the paradigm change.
Starting with Kuhn's paradigm and on the basis of interpreting Kuhn's paradigm theory, this paper puts forward the basic structure and connotation of teacher education paradigm, and points out that the fundamental reason for the transformation of teacher education paradigm is the change of knowledge view. Only by establishing a teacher education paradigm with communicative rationality on the basis of dialogical knowledge view can we overcome the crisis of instrumental rationality teacher education paradigm, and the communicative rationality teacher education paradigm has emerged.
As a theoretical study, the research method of dialectical logic is indispensable, but it is not the only one. The logical method can only guarantee the correct form of thinking, but can not guarantee the correctness and rationality of the content of thinking. Study the method.
The first chapter analyzes and studies the structure and connotation of the teacher education paradigm on the basis of the interpretation of Kuhn's paradigm; the second chapter discusses the monologue view of knowledge and the dialogue view of knowledge in detail, and expounds the instrumental rationality formed by the monologue view of knowledge and the communicative rationality formed by the dialogue view of knowledge. The third chapter analyzes the teacher education paradigm of instrumental rationality from the philosophical level, the sociological level and the practical operation level, and expounds the crisis caused by instrumental rationality: The fourth chapter analyzes the main content of the teacher education paradigm of communicative rationality under the influence of the view of dialogue knowledge from the same perspective as the third chapter, and holds that only communication exists. The rational paradigm of teacher education can overcome the crisis of teacher education caused by instrumental rationality.
The main conclusions of this paper are:
Firstly, the paradigm proposed by Kuhn is not only a concept, but also a systematic theory which contains three levels: metaphysical paradigm, sociological paradigm and artificial paradigm. The humanism and practicality of teacher education determine that the paradigm of teacher education is different from Kuhn's paradigm of Natural Science in its connotation. It is not only a theoretical paradigm, but also a paradigm integrating theoretical research and practical operation. The change of the knowledge view of teacher education community is the fundamental factor to realize the transformation of teacher education paradigm.
Secondly, according to the relationship between cognitive subject and cognitive object, knowledge view is divided into monologue knowledge view and dialogue knowledge view. Unity or conformity is regarded as the criterion to measure knowledge, and knowledge is the ultimate truth; in the relationship between subject and object, there is only monologue and no dialogue. The standard is open. It is a consensus formed by the interaction between the cognitive object and the cognitive object.
Thirdly, the traditional paradigm of teacher education is a paradigm with strong instrumental rationality based on the monologue view of knowledge. Its instrumental rationality is mainly manifested as follows: in the belief of the expert community, teachers'education is analogized to vocational technology or medicine, law and other sciences; teachers are "skilled technicians" in teaching; and in the specific training of teachers. In the process of cultivation, educational experts, as the main body, can transform learners into "standard tools" which meet their own needs and can effectively transfer knowledge according to the predetermined goals, plans and standards. The hegemonic status of scientific knowledge deprives the legitimacy of indigenous knowledge, which leads to the "collective forgetting" of the history of teacher education, the national tradition of respecting teachers and emphasizing education, the basic national conditions and the unique resources of teacher education, and also leads to the pluralism of researchers. The disenchantment of ideas and instrumental rationality have brought about great crises to teacher education: the separation of theory and practice, and the deviation of science and ethics.
Finally, the communicative rational teacher education paradigm based on the dialogical knowledge view has emerged. Its communicative rational characteristics have been revealed at the level of belief, theory and practice in the community. The main manifestation is that the teacher education community is composed of all participants in teacher education (including teacher education researchers, teaching). A communicative community consisting of practitioners of teacher education, prospective teachers, teachers, and policy makers of teacher education. Through dialogue and communication, communication and cooperation among members of the community, the problem of disconnection between education, teaching theory and practice caused by the community of experts alone is overcome. Teacher education has the nature of Humanities and Social Sciences and practice; teachers are the subject of autonomy, the builder of culture, the researcher who can reflect on their own teaching practice, the master of teaching professional development, the teacher's own teaching practical knowledge has been paid attention to; the concept of teacher training has also changed, and the teacher "becomes" independently. The concept of "long" replaces "training" and "training" and becomes the core concept; the concept of teaching restores its true meaning, teaching is learning, teaching is the process of dialogue learning, dialogue learning overcomes the independence of traditional teaching; research methods are no longer just empirical research, but also focus on understanding as the core of the qualitative research methods. The importance of indigenous knowledge in the soil on which education depends for survival has begun to be valued by people. The paradigm of communicative rational teacher education has also overcome the deviation between science and ethics. Today's teacher education has reflected the trend of this paradigm shift. Only the concept of knowledge through dialogue can play the important role of paradigm reconstruction with its own rationality.
【学位授予单位】：陕西师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G451
【引证文献】
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2 黎志华;教师教育评价研究[D];华东师范大学;2011年
3 罗华莉;中国古代公共园林故事性研究[D];北京林业大学;2011年
4 徐红;新政策背景下专家型教师素质与行为标准研究[D];华中师范大学;2012年
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3 王毅磊;我国教师教育大学化的发展路径研究[D];黑龙江大学;2011年
4 贺德坤;现代景观设计范式研究[D];重庆大学;2010年
5 郭刚军;生命化教学视野下的教学资源开发利用研究[D];吉林大学;2012年
6 汪洋;高琛校长教育思想研究[D];沈阳师范大学;2012年
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