论当代教师思维方式变革

发布时间：2018-06-19 12:10

本文选题：教师思维方式 + 生存方式　；参考：《华中师范大学》2011年博士论文

【摘要】：教师思维方式是教师在教育实践过程中根据一定文化知识、教育观念和思维方法等认识教育和解决教育问题的较稳定的方式。它受制于教师的生存方式,是教师生存方式的反映,具有认识与实践功能。文化知识、教育观念和思维方法是教师思维方式的核心构成,而定型化的思维方式又以相对稳定的文化知识、教育观念体系和思维方法系统,成为教师认识和实践的内在机制,规范着教师的认识和实践,决定着教师的认识能力与问题解决能力,进而内在地规定着教师的生存方式和生存状态,左右着学校教育的基本形态和教育改革的效果。基于此,研究教师思维方式,具有重要意义。当前,我国教师思维方式表现出过于倚重经验、过于追求确定性、过于强调同一性、封闭性、机械性等简单化的态势。这限制了教师的思维品质和实践能力,不利于教师生存方式和状态的改善,不利于学校教育质量的有效提升、教育改革的深入推进和学校教育的现代转型。究其原因,从思维的层次看,一是缘于理性的缺失,二是缘于理性的错位；从思维的构成看,一是缘于教师的知识结构、储量、态度等知识素养的欠缺,二是缘于教师的教育价值观、师生观、活动观等教育观念的落后,三是缘于教师在思维方法的认识和运用上的偏差。不同时代需要不同的教育,不同的教育具有不同的文化知识、教育观念和思维方法,因而不同时代对教师思维方式有着自身的内在规定性。一定社会的文化知识、教育观念和思维方法的结构与性质的改变,促使教师思维方式发生相应的变革。教师必须根据时代需要构建充分体现时代精神内涵的思维方式,才可能适应时代需要。当前,我国教育正经历着时代转型的根本性变革：文化知识日益重视知识内容的丰富性,知识性质的个体性、境遇性与价值性,知识增长的批判型方式；教育观念更加强调教育价值的终身性、生命性和差异性,师生关系的平等对话,以及教育活动的综合性、开放性、互动性、生成性与过程性；思维方法更加强调开放、多元与综合。这种变革,既对当前我国教师思维方式提出了严峻地挑战,也对其提供了变革的机遇与条件。教师必须以理性、不确定性、多元性、开放性和辩证性的思维方式超越经验性、确定性、同一性、封闭性和机械化的思维方式,实现思维方式变革,以动态的生成性思维、开放的多元性思维、整体的复杂性思维和辩证的关系性思维重新解读教育和开展教育活动。教师思维方式变革的直接目的在于提升教师的思维品质,提升其发现、分析、解决问题的能力和自我发展的能力,进而提升教育质量；根本目的是改善教师的生存方式、提升生命质量、实现自我价值；终极价值和理想状态是力图通过教师思维与生存方式的改善及教育生活的整体改善,走向自由本性。教师思维方式变革的关键并非简单的思维形式的改变,而是文化知识、教育观念和思维方法素养的提升和生存方式的改善。对我国教师而言,当前的具体任务是：提升知识素养,增加知识储量、深化知识理解、坚定知识信仰；更新教育观念,建立“具体个人”的教育人学观、平等师生观、综合开放的活动观；完善思维方法,超越“方法”的技术价值取向,实现思维方法的多元和整合。思维方式受制于生存方式,思维方式变革指向于生存方式,因此,立足于教师生存之境、基于教师生活、关怀教师生命的生存论取向策略是思维变革的有效策略。当前教师思维方式变革策略主要是以认识论为取向的策略,存在唯技术化、去主体化、去生活化和单一化的弊端。以生存论为取向的策略强调以生存智慧为变革目标、以生命关怀为变革内容、以自我更新为变革路径、以生活世界为变革场域。在该策略下,“在日常生活中慢慢盈生蜕变”、“在专业生活中不断稳步提升”是教师思维方式变革的两条基本路径。
[Abstract]:Teachers ' mode of thinking is a more stable way for teachers to understand education and solve educational problems according to certain cultural knowledge , educational concept and thinking method in the course of educational practice . It is the reflection of teacher ' s mode of life , it is the inner mechanism of teacher ' s cognition and practice .

At present , our teacher ' s thinking mode shows too much experience , too much pursuit of certainty , too much emphasis on identity , closed , mechanical and so on . This limits the teacher ' s thinking quality and practical ability , is not conducive to the improvement of the teacher ' s quality of life and the state , is not conducive to the effective promotion of the quality of the school education , the deepening of the educational reform and the modern transformation of the school education .
From the perspective of thinking , one is due to the lack of knowledge structure , reserve , attitude and so on of the teachers , the second is the backwardness of the educational concepts such as the teacher ' s educational value , the teacher - student view , the activity view and so on , and the third is the deviation of the teacher ' s cognition and application in the thinking method .

The different times require different education , different education has different cultural knowledge , educational idea and thinking method , so the different times have their own internal regularity in the way of thinking of teachers . The teachers must construct the thinking mode which fully reflects the connotation of the times spirit according to the times , and can adapt to the needs of the times . At present , our country ' s education is undergoing the fundamental change of the times transformation : the cultural knowledge is increasingly paying attention to the richness of the knowledge content , the individuality of the knowledge property , the situation and the value , the critical mode of knowledge growth ;
The concept of education emphasizes the lifelong , life and difference of educational value , the equal dialogue between teachers and students , and the comprehensive , open , interactive , generative and procedural aspects of educational activities ;
The method of thinking has more emphasis on openness , pluralism and synthesis . This kind of change not only poses a serious challenge to the current mode of thinking of teachers in our country , but also offers opportunities and conditions for change .

Teachers must re - interpret education and carry out educational activities with rational , uncertain , pluralistic , open and dialectical thinking modes , such as experiential , deterministic , identical , closed and mechanized thinking modes , re - interpreting education and carrying out educational activities with dynamic generative thinking , open pluralistic thinking , overall complexity thinking and dialectical relationship thinking . The direct aim of the change of teacher ' s thinking mode lies in promoting teachers ' thinking quality , improving their ability to find , analyze , solve problems , and improve the quality of education ;
The fundamental goal is to improve the teacher ' s way of life , improve the quality of life and realize self - worth ;
The ultimate value and ideal state are to improve and improve the education life through the teacher ' s thinking and the way of life , and go to the free nature .

The key to the change of teacher ' s thinking mode is not the change of the simple mode of thinking , but the improvement of cultural knowledge , educational concept and thinking method accomplishment and the improvement of the way of survival . For our teachers , the current concrete task is to improve the knowledge accomplishment , increase the knowledge reserve , deepen the knowledge understanding and firm knowledge belief ;
The concept of education should be updated , and the concept of " specific individual " should be set up , and the view of equal teachers and students and comprehensive open activities are set up ;
We should perfect the thinking method , go beyond the technical value orientation of the " method " , and realize the pluralism and integration of the thinking method .

The thinking mode is influenced by the way of existence , the change of thinking mode points to the way of existence , therefore , based on the teacher ' s existence , the orientation strategy of the existence of care teacher ' s life is the effective strategy of thinking change .
【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：G451

【引证文献】