存在焦虑及其排遣——我国“教师教育改革”研究三十年解读

Existential Anxiety and Its Dispelling:The Interpreting on Thirty Years' Researching of"Teacher Education Reform"

人们对教师教育的质疑诱发了研究焦虑。由于"质疑"从根本上指向"教师教育的存在",其导致的研究焦虑可称作"存在焦虑"。在研究活动中,存在焦虑迭次呈现出三种形式,即"实体性存在焦虑"、"意义性存在焦虑"以及"本体性存在焦虑"。研究者为排遣各种存在焦虑而展开的理论辩护与实践探索便构成教师教育改革研究三十年历程的主流。

People question teacher education, which has induced research anxiety. Because the ＂question＂ directs ＂teacher education＇s existence＂, the research anxiety induced by ＂question＂ is called as ＂existential anxiety＂. In the progress of researching, ＂ existential anxiety＂ has three forms, ＂existential anxiety of substance＂, ＂existential anxiety of meaning＂ and ＂existential anxiety of ontology＂. Researchers＂ theory defending and practice exploring for dispelling existential anxiety construct mainstream of thirty years＂ researching of teacher education reform.