论教师学习的实践偏差与复归理路

The Practice Deviation and Return Path of Teacher Learning

中文关键词:  教师学习；实践偏差；专业成长；自由发展

英文关键词:teacher learning, practice deviation, professional growth, free development

中文摘要:

      对教师学习概念的曲解，引发了教师学习的实践偏差，主要表现为：崇尚工具理性，偏重专业知识的发展；囿于封闭空间，缺乏协作精神与态度；遵从线性逻辑，遮蔽反省探究的价值。恢复教师学习的原初旨趣，重构教师学习概念尤为必要。教师学习是指向整全发展的实践、多元互动的复杂过程以及持续反省探究的活动。规避偏差、复归本真的理路主要有：统整工具与价值理性；寓身于学习共同体；融反思精神于实践。

英文摘要:

      The misunderstanding of the concept of teachers’ learning has led to the deviation of teachers’ learning practice, whose symptoms includes advocating instrumental rationality and emphasizing the development of professional knowledge and ability, being self-satisfied and lacking the spirit of cooperation, obeying linear logic and avoiding introspective inquiry. Thus, it is particularly necessary to restore the original intention of teacher learning and reconstruct its concept that teacher learning is a practice directed to the whole development, a complex system of multiple interactions and an activity of continuous reflection and inquiry. The possible return paths to promote effective teacher learning and avoid its deviation include integrating tools and value rationality, residing in the learning community, and integrating reflective spirit into practice.