教师的实践性格

发布时间：2018-05-16 09:48

本文选题：教师 + 实践　；参考：《华中师范大学》2009年博士论文

【摘要】： 理论与实践的脱离一直是我国教师教育中长期存在的问题。本研究有感于中小学教师教育生存的困境和教师日常教育教学“实践”被忽视的事实而提出教师实践性格的论题,本文从“实践”的概念出发,借鉴西方哲学界关于“实践”问题的研究成果,尤其吸收了中国传统文化中对“实践”的独到见解,把“实践”这一命题引入到教师专业成长的中心。实践的人类学意义是:实践活动是人的自我实现;实践活动实现着人的自由;实践活动是人的存在方式,它决定着人的产生、存在、发展和命运。在这个意义上说,实践是教师专业发展的动力,改进实践是教师专业发展的目的,实践智慧是教师专业发展的最高追求。教师的专业发展体现在实践的完善和实践智慧的成熟上。以此为基点,本文借鉴了实践哲学、教育现象学、心理学的思想方法,参照教育实践理论,深入剖析教师的“实践性格”,从教师的伦理性实践、认知性实践、实践智慧三个方面分析教师实践性格的构成,认为实践智慧是教师实践的理想追求,探索了教师实践智慧生成的路径与策略,提出了教师实践性格养成的模式和教师教育的改革方向,分析了大学与中小学“学习-实践共同体”的实例。本文共分三部分共七章,第一部分是导论和对基本概念的阐释,由第一章和第二章构成。第二部分从伦理性、认知性、实践智慧三个层面讨论的教师实践性格,由第三、第四、第五章构成。第三部分从微观和宏观两个层面、从教师个体、学校以及教师教育制度的改革三个方面谈论教师教育实践性格的养成方法与策略,由第六章、第七章构成。具体各章节的基本内容和主要观点如下: 第一章:导论。主要讲述了本文选题的缘由和研究方法,考察了国内外关于教师以及教师教育的研究状况,分析了教师以及教师专业发展研究的趋势,教师专业发展研究正在从认识领域向实践领域的范式转变。第二章:基本概念阐释。从“实践”基本概念出发,借鉴中西方哲学对“实践”的研究成果,认为,西方哲学和中国传统文化对实践的解读有不同的侧重点,中国传统文化更突出实践的伦理性、个体性、过程性、和谐性。教师的实践性格也正是受了中国传统文化实践观的深刻影响,教师的实践性格是指实践是教师与生俱来的“内在的、生成的、动态的”根本品质,是教师的职业性格。教师的实践性格表明教师的成长过程不是一般意义上的知识积累,而是一门临床的、场域的、生成的、交往的专业实践,教师的实践性格的确立意味着现实教育中有关“实践”的改革获得了合法性。第三章、第四章、第五章:分别论述了教师的伦理性实践、认知性实践、实践智慧内涵和特征,探索教师在教育教学实践中修德炼性、提高认知、增长智慧的策略。第六章:从微观的角度探讨教师实践性格养成,教师个体通过加强自我修炼、开展校本教研、自主反思等途径提升实践品质,学校要塑造自由民主合作的文化、创建教师学习型组织、建立发展性教师评价机制等实践促进教师教育教学实践的改善。第七章:从教师教育改革的角度,认为建立大学与中小学“学习-实践共同体”,是培养教师实践性格的基本模式。本章以美国教师专业发展学校模式、英国“以中小学为本的教师专业发展模式”、我国信阳师范学院“顶岗实习双向培训”模式为例,分析当前教师教育改革的发展趋势。分析的重点是教师教育机构如何搭建平台,建立大学与中小学“学习-实践共同体”,打通职前职后一体化教育,构建“基于工作现场”的学习机制,为教师教育中理论与实践的整合,教师终身发展创设条件,提供制度支持,最终促进教师的自我实现。
[Abstract]:This paper , based on the concept of " practice " , analyzes the formation , existence , development and fate of teacher ' s professional development , and points out that the practice is the ideal pursuit of teacher ' s professional development .

This paper is divided into three parts , seven chapters , the first part is the introduction and the explanation of the basic concept . The second part consists of three aspects : ethical , cognitive and practical wisdom . The third part is composed of three aspects : ethics , cognition and practical wisdom . The third part discusses the formation methods and strategies of teacher ' s education practice character from three aspects : ethics , cognition and practical wisdom .

Chapter One : Introduction . Mainly introduces the origin and the research method of the choice of teachers in this paper , investigates the research situation of teachers and teachers ' education both at home and abroad , analyzes the trend of teachers and teachers ' professional development research , and transforms the research of teacher ' s professional development from the cognitive domain to the practical domain .

Chapter 2 : Starting from the basic concept of " practice " , from the basic concept of " practice " , it is pointed out that western philosophy and traditional Chinese culture have different emphasis on the interpretation of practice . The practice character of the teacher is the professional character of the teacher . The practice character of the teacher indicates that the teacher ' s growth process is not a general sense of knowledge accumulation , but a clinical , field - domain , generated and communicative professional practice , and the establishment of the practice character of the teacher means that the reform of the practice in reality education has obtained legitimacy .

The third chapter , chapter five , chapter five , discusses the teacher ' s ethical practice , cognitive practice , practical wisdom connotation and characteristics , explores the strategy of teacher ' s moral cultivation , cognition and growth wisdom in the teaching practice of education .

Chapter 6 : From the microcosmic point of view , discuss the teacher ' s practice character formation , the teacher individual through strengthening the self - cultivation , carrying out the school - based teaching research , self - reflection and other ways to improve the practical quality , the school needs to shape the culture of the free and democratic cooperation , the establishment of the teacher learning organization , the establishment of the development teacher evaluation mechanism and so on , and the like to promote the improvement of the teacher education teaching practice .

Chapter 7 : From the perspective of teacher education reform , it is believed that the establishment of the " learning - practice community " between university and primary and middle schools is the basic mode of cultivating teachers ' practical character . This chapter analyzes the development trend of the current teacher ' s education reform . The analysis focuses on how the teacher education institution sets up the platform , establishes the learning mechanism based on the work site , and constructs the learning mechanism based on the work site . It provides the system support for the integration of the theory and practice in the teacher education , and finally promotes the teacher ' s self - realization .

【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G451.1

【引证文献】