论教师课堂中的行动逻辑

The Logic of Teacher's Action in Classroom

自2001年以来,中国大陆地区开始了自上而下的新课程改革实验。政府和教育专家们基于教育理念决定教育行为的认识,对广大教师实施了大规模的培训,旨在灌输"新理念"。通过对小学教师访谈材料的分析,认为真正长期决定教师课堂行为的是教师对课堂"有效性"的选择,这其中既包括早年获得的缄默知识和长期形成的教育"惯习",也包含所在群体组织的"集体性"的知识环境。

In the year 2001, the China's Mainland initiated a top down curriculum reform. Armed with the notion that the educational action is determined by the concept of education, the government and educational experts have carried out a large-scale teachers＇ training program, intending to imbue the trainees with ＂new concepts of education＂. Based on an analysis of the interviews of primary school teachers, this paper argues that what exerts a real and lasting influence on a teacher＇s classroom action is his understanding of the ＂effectiveness＂ of his classroom action, which is influenced by his tacit knowledge acquired in his early age, by his long-time cultivated educational habit, and by the collective knowledge environment of his organization.