在做什么,抑或知道在做什么——教师的前提性反思的危机与重建

发布时间：2018-07-10 13:12

本文选题：前提性反思 + 教师危机　；参考：《华东师范大学学报(教育科学版)》2014年01期

【摘要】："在做什么",是在常识、熟知、甚至自明的范围中对行为的考虑与回答。一般而言,这种考虑和回答能促使教师不断地提高自己的业务能力,反思自己行为的实效;但它并不引起教师对自己行为本身更多的反思。熟知、常识和自明并不等同于真知与明晓,却往往包含着"无知"。"知道在做什么",是对自我行为本身的一种艰苦地思索,是为了真正的知道和正当地行为,表现为对熟知、流行、常识的教师行为观念的批判与反思。这是一种教师的前提性反思。它意味着教师必须具有清醒的自我批判意识,反省自己行为所隐含的"无意识的前提",理性地抵制自己成为一个积极的、无思的共谋者。但是,教师教育对效率、手段、专门化以及科学化教育理论的过度强调使其出现了危机:前提性反思变得既不必要又无可能。重建教师前提性反思,教师需要做好一种知识的准备,即在学习和教育教学实践中努力探寻并赢得关于人、幸福以及教育的整体性知识。基于此,教师教育亦是一种通识教育。
[Abstract]:What to do is to consider and answer behavior in the scope of common sense, familiarity, and even self-knowledge. Generally speaking, this kind of consideration and answer can urge teachers to improve their professional ability and reflect on the effectiveness of their own behavior, but it does not cause teachers to reflect more on their own behavior. Knowledge, common sense and self-knowledge are not equal to true knowledge and knowledge, but often contain ignorance. " To know what to do "is to think hard about the self-behavior itself, to truly know and act properly, and to criticize and reflect on the teachers' concept of behavior which is familiar, popular and common sense. This is a kind of teacher's prelude introspection. It means that teachers must have a clear sense of self-criticism, reflect on the "unconscious premise" implied by their actions, and rationally resist becoming a positive, thoughtless collusion. However, the excessive emphasis of teacher education on efficiency, means, specialization and scientific educational theory leads to a crisis: it is neither necessary nor possible to preface reflection. To reconstruct the teachers' pre-reflection, teachers need to prepare for a kind of knowledge, that is, to seek and win the whole knowledge about people, happiness and education in learning and teaching practice. Based on this, teacher education is also a general education.
【作者单位】：苏州大学教育学院;
【基金】：国家社科基金教育学一般课题(BIA130077) 江苏省高校哲社项目(2013SJB880076)
【分类号】：G451

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