桥梁方法论:链接教育“理论—实践”断链的新工具

发布时间：2018-01-04 19:12

本文关键词：桥梁方法论:链接教育“理论—实践”断链的新工具　出处：《教育理论与实践》2017年16期 　论文类型：期刊论文

【摘要】："理论—实践"断链的存在是教育理论与改革要求难以真正实施的真实原因,美国学者给出的应对方案是建立基于"可行性原则"的桥梁方法论。教育理论相对教师课堂而言是外在的强加,其只有经过"可行性"判断的理念、建议,才可能进入教师的课堂"行为程序"。桥梁方法论的层级式构架是:以有限理性为理论来源,以"可行性原则"为依托,以教师课堂决策系统为轴心,它是贯通教育理论与实践的媒介物。在桥梁方法论引导下,我国教师教育改革要倡导"PPK知识",推行"实践前置型教师教育",积极营建有助于教师课堂决策进化的优良课堂生态。
[Abstract]:The "theory practice" has broken chain of educational theory and reform the real reason it is difficult to truly implement the American scholar given solution is based on the feasibility of "principle" bridge methodology. Classroom education theory is relative external force, only through the "feasibility" judgment ideas, suggestions it may enter the classroom "program". A hierarchical framework of bridge methodology is: Based on the limited rationality as the theoretical source of "feasibility principle" as the basis, the system of teachers' decision-making as the axis, it is through the medium of educational theory and practice. In the bridge methodology under the guidance of teachers in our country the education reform should advocate "PPK". The implementation of the "pre practice of teacher education, construct helps teachers' decision-making the evolution of excellent classroom ecology.

【作者单位】：陕西师范大学教育学院;
【基金】：陕西省田家炳基金会项目“高效课堂的理念与操作研究”(项目编号:SXTJB201614)的阶段性研究成果
【分类号】：G420
【正文快照】： (1)“Practicality Ethic”,在国内,有学者将之翻译为“实用伦理”,甚至笔者起初想将之翻译为“实践性逻辑”或“实践原则”,但在与多伊尔教授本人沟通及研读全部文献的基础上最终决定将之译为“可行性原则”。正如多伊尔教授所言,“他强调的是教师实践及其工作的可行性原则,

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