从教育理论与教育实践的关系审视教师培训

发布时间：2018-03-27 06:35

本文选题：教师培训　切入点：教育理论　出处：《首都师范大学学报(社会科学版)》2017年06期

【摘要】：教育理论与教育实践割裂的问题一直是教师培训中最突出的问题:培训者重视理论教学,一线教师渴望操作方法。要解决这个问题,就必须重新审视教育理论和教育实践的关系、作用和转化方式。教育理论与教育实践的特质决定了教育理论不能像自然科学理论那样直接应用于实践,但教育理论对教育实践的改进却具有十分重要的作用。因此,教师培训不在于给教师传播了多少理论知识,而在于是否借助教育理论启发了教师的思维,培养了教师的实践智慧。在教师培训中,培训者要引导教师正确理解教育理论的作用;帮助教师在教育理论中辨认自己的实践;启发教师的思维,培养教师的实践智慧;要重视课堂上互动生成的教育理论;帮助教师沟通教育实践背后的个人理论与公共理论的关系。
[Abstract]:The separation of educational theory from educational practice has always been the most prominent problem in teacher training: the trainer attaches importance to theoretical teaching, the first-line teachers are eager to operate methods. It is necessary to re-examine the relationship, function and transformation between educational theory and educational practice. The characteristics of educational theory and educational practice determine that educational theory cannot be applied to practice as directly as natural science theory. However, educational theory plays a very important role in the improvement of educational practice. Therefore, teacher training does not lie in how much theoretical knowledge has been transmitted to teachers, but whether or not it has inspired teachers' thinking with the aid of educational theory. In teacher training, trainers should guide teachers to understand the role of educational theory, help teachers identify their own practice in educational theory, enlighten teachers' thinking and cultivate teachers' practical wisdom. Attention should be paid to the educational theory generated by interaction in the classroom and help teachers to communicate the relationship between individual theory and public theory behind educational practice.
【作者单位】：首都师范大学首都教育发展协同创新中心、教育学院;北京理工大学继续教育学院;首都师范大学附属中学;
【基金】：北京市社会科学基金一般项目“北京市U-D合作教师脱产培训有效性提升研究”的阶段性成果(项目编号:15JDJYB008)
【分类号】：G451.2

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