基于实践理性的教师专业成长研究

发布时间：2018-04-19 11:05

本文选题：教师专业成长 + 实践理性　；参考：《西南大学》2016年博士论文

【摘要】：在哲学实践转向、教育研究实践转向、课程与教学实践转向的历史背景下,本文立基于马克思主义实践哲学,借鉴了该领域关于实践理性的研究成果,尝试用实践理性来解释教师专业成长,提出了基于实践理性教师专业成长的命题。论文遵循着以下研究思路:什么是实践理性?为什么提出基于实践理性的教师专业成长?实践理性关照下教师专业成长应当是怎样的理想境界?基于实践理性的教师专业成长存在怎样的现实阻抗?基于实践理性的教师专业成长有哪些现实选择?论文从对实践理性的界定着手,探讨了实践哲学的两种不同传统。相应于两种实践观,实践理性也有不同的内涵。亚里士多德创立了德性实践论。总体而言,其所言的实践主要限于政治、伦理之域。康德基本上沿袭了这种实践哲学传统,把实践与道德领域联系起来。基于此种传统的实践理性,其内涵局限于道德、伦理和政治领域。技术实践论则源自培根,这一传统把关注之点从道德哲学转向自然哲学,扩展了实践的内涵,实践不再只是伦理的实践,而且是一种技术的实践,涵盖了科学和生产活动。道德实践论和技术实践论割裂了人类行为的完整性。马克思主义实践观标志着近代哲学向现代哲学的实践转向,这种实践转向超越了这两种实践哲学传统,基于人的存在的完整性,实现了实践的完整性,统一了制作和实践的对立,弥合了人与自然的关系和人与人的交往关系的割裂。与马克思主义实践观相应的实践理性不再囿于政治和伦理之域,而体现在对于人类行为全面关注,既关照人类行动之善的价值追求,也关注人类行动的成果与效率。本文依据实践结构包括目的、手段和过程三要素的观点,结合实践过程的内在逻辑(有益性、有效性和正当性),把实践理性归结为三个内在向度:价值论、工具论和交往论。三个向度分别针对的问题是人类行动“何者为善”(有益性goodness),“如何达到善”(有效性effectiveness),“怎样使善的追求合乎规范”(正当性rightness),与此相应实践理性具有三个原则:向善原则、有效性原则和正当性原则。据此,本文建构了以实践理性作为理论工具的分析框架。教师专业成长实践是一种特殊的实践,集“成己”与“成人”于一体,是一种自身具有价值的实践活动。实践理性可以对教师专业成长实践展开前提性反思和批判性反思,教师可以据此调整自身专业成长的方向、提升专业品性、追求自我卓越。实践理性作为教师专业成长的内在诉求对于教师专业成长有着丰富的意蕴。为了对实践理性关照下的教师成长进行详细阐述,本文运用所建构的分析框架分别从实践理性三个内在向度展开了具体的描绘。价值向度是实践理性的内在向度之一。以价值向度检视教师专业成长实践,则其目的导人向善。教师专业成长的过程就是教师价值理念的形成和不断完善的过程。在这一过程中,教师统整社会期望与自身合理需求、兼顾公共利益和自我生命价值,实现身心和谐发展;教师总是能意识到专业知识技能也承载着价值,不会“只注意赶路却迷失了前行的方向”;更为重要的是,实践理性价值向度视域下的专业成长强调教师主体性的彰显,教师是自我成长和发展的主人,教师成长的成效主要取决于教师的内在主动性而不是外在催迫。工具向度(技术向度)是实践理性的另一向度。在实践理性工具向度的视域下,教师专业成长则在于如何科学有效地实现成长目标,探求教师专业成长的规律、教师专业知识和技能的内容及其获取与掌握的有效途径;实践理性的工具向度很好地诠释了实践理性的筹划功能。如果把教师专业成长比作一次远行,实践理性的价值向度负责规约教师专业成长的方向和终极目标,工具向度则负责路线的设计、交通工具的选取以及行程安排。交往是教师专业成长实践的本质特性之一,教师专业成长离不开教师与他人的交往和教师的自我交往。实践理性交往向度视域下,教师专业成长就是教师提升自己与人沟通的有效性,养成交往伦理和审辨思维能力的过程。要而言之,实践理性作用于教师成长就是探求“何者为教师专业成长之善”(成长的有益性),“如何达到教师专业成长之善”(成长的有效性),“怎样使对教师专业成长之善的追求合乎规范”(成长的正当性)。以实践理性检视教师专业成长的现实,则教师的专业成长存在诸多不合理之处。对照实践理性的三个向度,这些不合理的地方分别表现为:价值向度上存在价值取向迷失的现象,教师的发展目标过分注重功利取向而忽略教师专业成长的本体价值;发展内容上对于专业知识和技能的重视遮蔽专业伦理的价值;发展过程中存在的问题是教师主体缺失、主体性消隐;发展方式上则表现为教师交往目的异化、意义失落。实践理性的工具向度上存在问题的典型症状表现为:专业主义理念下成为“技术型”专家的发展目标,效率至上意识下过分追求发展过程的可控制性和高效率,教师过着一种科层组织底层的单向度生活。就实践理性的交往向度而言,教师的交往现状暴露出交往向度的孱弱,表现在:以差序格局为标志的交往原则人情化;文人相轻导致囿于门户之见;不能真诚面对自我内心造成交往心理失调;民主交往意识欠缺以致唯权唯上。这些都有违于实践理性关于教师专业成中过程的正当性原则。基于实践理性教师专业成长的前提是教师实践理性的合理化。当前教师专业成长的困境反映出教师的实践理性不完善,突出的问题是实践理性内在各向度的失谐。这是基于实践理性教师专业成长所面临的现实阻抗。本文结合历史文化脉络和我国的具体现实国情进行了多方归因。首先是时代因素,中国处于社会转型时期的特殊背景,造成中国既有现代性的问题,同时又受到后现代思想的冲击。现代性带来的工具理性滥觞,在祛魅的同时又造成了工具理性的殖民;变革时代与后现代思想的影响导致价值多元化增加了价值判断和选择的难度;传统文化中一些消极因素不利于实践理性的合理化。教师是课程改革的中坚力量,决定着课程改革的成败,因而教师的专业成长也就成为教育改革的关键问题。课程改革是一场深层次的变革,提出了教师改变的吁求。2001年开始的课程改革也的确进行了大规模的教师培训,然而培训却存在一定偏差,影响了培训的效果,尚需更新培训理念、进一步提高培训的方式和针对性。教师个人经历和个体的人格特征影响着教师实践理性的形成和完善。基于实践理性教师专业成长的现实选择包括:通过培养教师的价值自觉、批判性反思来促进教师价值判断能力、辨识教师专业成长之善的能力;形成教师专业成长正确的器道观,以提升对于教师专业成长手段有效性的考量能力;通过学习型学校建设来营造有助于交往伦理形成的良好氛围,促进教师交往伦理规范意识的形成。
[Abstract]:In the historical background of philosophical practice turning, educational research practice turning and curriculum and teaching practice, this article is based on the practical philosophy of Marx doctrine, drawing on the research results of practical reason in this field, trying to explain teachers' professional growth with practical reason, and puts forward a proposition based on practical rational teachers' professional growth. Following the following research ideas: what is practical reason? Why put forward the professional growth of teachers based on practical rationality? What is the ideal state for the professional growth of teachers under practical reason? What are the realistic impedance of teachers' professional growth based on practical rationality? What are the practical choices of teachers' professional growth based on practical rationality From the definition of practical reason, the paper discusses two different traditions of practical philosophy. Corresponding to the two practical views and practical reason, there are different connotations. Aristotle founded the theory of virtue practice. In general, his practice is mainly confined to political and ethical fields. Kant basically follows this practice of philosophy of practice, Based on this traditional practical reason, the connotation of practice is limited to moral, ethical and political fields. The theory of technical practice derives from Bacon. This tradition turns the focus of attention from moral philosophy to natural philosophy, expands the connotation of practice, and practice is no longer only the practice of ethics, but also a practice of technology. It covers the science and production activities. The theory of moral practice and technical practice separates the integrity of human behavior. Marx's view of practice marks the turn of modern philosophy to the practice of modern philosophy. This practice turns to transcend these two kinds of practical philosophical traditions and, based on the integrity of human existence, realizes the integrity of practice and unifies the practice. The antagonism between production and practice has bridged the relationship between man and nature and the relationship between man and man. The practical reason corresponding to the Marx doctrine of practice is no longer confined to the political and ethical fields, and is reflected in the full attention to human behavior, not only in the pursuit of the value of the good of human action, but also on the achievements and efficiency of human action. This article, based on the view of the three elements of the practical structure, including the purpose, the means and the process, combines the internal logic of the practice process (beneficial, effective and justifiable), and concludes the practical reason into three internal dimensions: the theory of value, the theory of tools and the theory of communication. The three questions are "what is good" in human action (beneficial goodness) "How to achieve good" (validity effectiveness), "how to make the pursuit of good" (justifiable rightness), and the corresponding practical reason have three principles: the principle of good, the principle of validity and the principle of legitimacy. Based on this, this paper constructs an analytical framework with practical reason as a theoretical tool. Special practice, integrating "adult" and "adult" in one, is a practical activity of value. Practical reason can carry out precondition reflection and critical reflection on the practice of teachers' professional growth. Teachers can adjust the direction of their own professional growth, promote professional character and pursue self excellence. Practical reason can be used as teaching. The intrinsic demand of the teacher's professional growth has a rich connotation for the teacher's professional growth. In order to elaborate on the teacher's growth under the practical reason, this paper uses the analytical framework constructed in this paper to describe the three internal dimensions of the practical reason. The value direction is one of the intrinsic dimensions of the practical reason. The goal of the teacher's professional growth is to guide the person to the good. The process of the teacher's professional growth is the process of forming and perfecting the teacher's value concept. In this process, the teacher is able to realize the harmonious development of the body and mind with the public interest and the value of self life, and the teacher can always be aware of the harmonious development of the body and mind. The professional knowledge and skills also bear the value, not "only pay attention to the road but lost the direction of the forward"; more importantly, the professional growth under the view of practical rational value emphasizes the manifestation of the teacher's subjectivity, the teacher is the master of self growth and development, and the effect of the teacher's growth mainly depends on the inner initiative of the teacher and not the teacher. In the perspective of practical rational tool orientation, the professional growth of teachers lies in how to achieve the goal of growth scientifically and effectively, to explore the law of teachers' professional growth, the content of teachers' professional knowledge and skills, the effective ways to acquire and master, and the practical reason. The tool direction is a good interpretation of the planning function of practical rationality. If teacher professional growth is compared to a long journey, the value direction of practical rationality is responsible for the direction and ultimate goal of teachers' professional growth, the tool direction is responsible for the design of the route, the selection of transportation tools and the arrangement of travel. Communication is the practice of teacher professional growth. One of the essential characteristics is that teachers' professional growth can not be separated from the interaction between teachers and others and teachers' self communication. In the field of practical rational communication, teachers' professional growth is the process of improving the effectiveness of communication between teachers and people, forming the process of communication ethics and thinking ability. In a word, practical reason is the role of teacher growth. It is to find out "what is the good of teachers' professional growth" (the beneficial of growth), "how to achieve the good of teacher professional growth" (the validity of growth), "how to make the pursuit of the good of the teacher's professional growth conform to the norm" (the legitimacy of growth). It is not reasonable. Compared with the three dimensions of practical reason, these unreasonable places are shown as: the value orientation is lost in the value orientation, the development goal of the teacher pays too much attention to the utilitarian orientation and neglects the noumenon value of the teacher's professional growth; the emphasis on the professional knowledge and skill covers the professional ethics. The problems in the process of development are the lack of teachers and the elimination of the subjectivity; the way of development is the alienation of teachers' communicative purposes and the loss of meaning. The typical symptoms of the problems in the tool direction of practical rationality are the development goals of the "technical type" experts under the concept of professionalism and the consciousness of efficiency first. In terms of the controllability and efficiency of the pursuit of the development process, the teacher leads a kind of unidirectional life at the bottom of the bureaucracy. In terms of the communicative orientation of the practical reason, the current situation of the teacher's communication exposes the weakness of the communication direction. In the face of the inner self, sincerity causes the psychological disorder of communication; the consciousness of democratic communication is lacking so that the only right to the right. These all violate the principle of practical rationality about the process of teachers' professional formation. The premise of the professional growth of teachers based on practice is the rationalization of teachers' practical rationality. The practical reason is not perfect, the outstanding problem is the detuning of the intrinsic degree of the practical rationality. This is the realistic impedance of the professional growth of teachers based on the practical reason. This paper makes multiple attributions to the historical and cultural context and the concrete actual conditions of our country. First, the times factor is the special background of the period of social transformation in China. China has both the problem of modernity and the impact of post-modern thought. The origin of instrumental rationality brought by modernity causes the colonization of instrumental reason at the same time of disenchantment; the influence of changing times and postmodern thought leads to the difficulty of value judgment and choice, and some negative factors in traditional culture do not. The teacher is the backbone of the curriculum reform, which determines the success or failure of the curriculum reform, so the teacher's professional growth has become the key problem in the education reform. The curriculum reform is a deep level change, and the curriculum reform of the teacher's change in the.2001 year has also been taught in a large scale. There are some deviations in training, however, the training has a certain deviation, which affects the effect of training. It still needs to update the training idea and further improve the way and pertinence of the training. The personal experiences and personality characteristics of the teachers affect the formation and perfection of the teacher's practical rationality. The teacher's value consciousness, critical reflection to promote the ability to judge the teacher's value, identify the good ability of the teacher's professional growth, form the correct view of the teacher's professional growth, improve the ability to measure the effectiveness of the teacher's professional growth means, and build a good atmosphere to help the formation of communication ethics through the construction of the learning type school. The formation of the ethical standard consciousness of teachers' communication.

【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G451

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