论教育理论研究者对中小学教师学习的介入

On Education Researchers' Intervention into Primary and Middle Schools

教师学习发生在"心际"和"内心"两个层面,包含四个基本环节。但正规教师教育和培训往往忽略了发生在"内心"层面的内隐学习,结果导致教师发展不充分。教育理论研究者自身的特点决定了其对促进教师内隐学习能起到重要作用。本文在探讨这一问题的基础上,通过实践案例阐述教育理论研究者介入中小学教师学习的内在机制其自身应该具备的条件。

According to the soeial-cultttral theory, teacher learning occurs intermentally and intromentally, including four steps. However, the formal teacher education and training tend to ignore the implicit learning occurring inside the mental, and result in teachers insufficient development. University researchers＂ own characteristics determine that it has a great implication for them to repair implicit learning. Based on exploring this implication and analyzing practical cases, this paper displays the internal mechanism of university researchers intervention into primary and middle school teachers and the main conditions that university researchers＂ should be required.