中国社会文化视角下大学教师的实践理性研究

发布时间：2018-07-01 19:22

本文选题：实践理性 + 大学教师　；参考：《教育学报》2013年04期

【摘要】：教育理论与实践的脱节问题要求我们关注教师自身的实践理性,通过加深对教师思维与行动的认识来更好地推动教育改革的落实。本研究采用质性方法分析了某重点大学的教师在工作中所面临的冲突话语及其解决方略,并将他们行动背后的实践理性与中国社会文化传统进行了关联。在对教师群体资料分析的基础上,重点呈现了一名大学教师实践理性的表征样态,即整合、中道和权衡,以期作为了解和理解中国大学教师专业实践的一个镜像。研究发现,教师的实践理性与其所生长的中国文化传统和现实社会场域之间存在勾连。如果我们借用中国文化和本土心理学的研究成果,可以更加深入地描画出中国大学教师实践理性背后的社会文化逻辑。
[Abstract]:The disconnection between educational theory and practice requires us to pay close attention to the practical rationality of teachers themselves and to promote the implementation of educational reform by deepening the understanding of teachers' thinking and action. In this study, the qualitative approach is used to analyze the conflict discourse faced by teachers in a key university in their work and their solutions, and the practical rationality behind their actions is related to the Chinese social and cultural traditions. Based on the analysis of teachers' group data, this paper presents a representation of a university teacher's practical rationality, that is, integration, midway and tradeoff, in order to serve as a mirror image to understand and understand the professional practice of college teachers in China. It is found that there is a connection between teachers' practical rationality and the Chinese cultural tradition and the real social field. If we use the research results of Chinese culture and native psychology, we can draw a deeper description of the social and cultural logic behind the practical rationality of Chinese university teachers.
【作者单位】：北京大学教育学院;
【基金】：北京市“十二五”教育科学规划重点课题“中国社会——文化视域下的教师实践性知识研究”(课题批准号:AIA11155) 北京大学“五四青年基金”项目“大学教师的教学学术水平现状及其影响机制探究”的成果之一北京大学教改项目专项资金的资助
【分类号】：G645.1

【参考文献】