反思性实践的认识论:教学设计实践审视与教学设计人员成长的新视角

发布时间：2018-11-20 11:15

【摘要】："反思性实践"是一种对学术与实践间的关系重新进行审视与评估的新的"实践认识论"。它有两个基本观点:一个是"在行动中认识",一个是"在行动中反思"。该文从反思性实践的认识论出发,对教学设计实践进行了审视,对教学设计人员的培养进行了反思。笔者认为教学设计解决的是复杂教学情境中的非良构问题,这决定了在设计教学的"行动"中对非良构问题的"认识"必将如影随形。以此为基础,在设计过程中与设计及教学情境展开的反思性对话,以及对问题建构、行动策略或现象模型进行的反思,使教学设计的实践走向"在行动中反思"的实践。从反思性实践的认识论出发来考察教学设计人员的成长,可以发现技术理性主导下的传统培养模式培养出来的教学设计人员无法有效应对复杂现实,而未来教学设计人员培养需要建立"反思性实践者"这一新的职业身份,造就作为反思性实践者的教学设计人员。
[Abstract]:Reflective practice is a new practical epistemology which reexamines and evaluates the relationship between learning and practice. It has two basic ideas: one is to know in action, the other is to reflect in action. Based on the epistemology of reflective practice, this paper examines the practice of instructional design and reflects on the cultivation of instructional designers. The author thinks that the teaching design solves the problem of non-good structure in the complex teaching situation, which determines that the "cognition" of the problem of non-good structure in the "action" of design teaching is bound to follow closely. On this basis, the reflective dialogue with the design and teaching situation in the design process, as well as the reflection on the problem construction, the action strategy or the phenomenon model, makes the practice of teaching design move towards the practice of "reflection in action". Based on the epistemology of reflective practice, it is found that the traditional training mode under the guidance of technical rationality can not effectively cope with the complex reality. The cultivation of future instructional designers requires the establishment of a new professional identity of "reflective practitioners" and the creation of instructional designers as reflective practitioners.
【作者单位】：华中师范大学教育信息技术学院;华中师范大学教育信息技术协同创新中心;
【分类号】：G424

【共引文献】