实践研究的理论阐释遭遇复杂实践后的问题反思

Question Reflections on the Theoretical Explanation of Practice Research Meeting Complex Education Practice

尽管实践研究的特殊性为教师从事研究提供合理辩护,但无论是侧重它与理论研究的差异比较,还是偏向两者共同之处的科学化诉求,都可能影响实践研究的有序发展,从而反映出理论阐释的两难境地。尽管"教师即研究者"的观点突显了教师职业的专业性,指明了教师专业发展的方向,但潜藏的技术理性观和身份认同问题使教师身处解决实践问题还是迎合他人理论或服从集体规范还是遵循自我角色认知的两难选择。尽管学校作为研究场域的存在支持着科研兴校和教师即研究者的判断,但自治性主体的假设只是排除多重矛盾后对学校自主发展的孤立分析,科研机构的假设也是忽视学校专门教育机构属性和教师实践教育者的身份后,对学校科研环境的简单预期。

The particularity of practice research has provided a rational excuse for teachers＇ conducting researches. However, whether it is comparing the differences between practice research and theory research or pursuing the scientification based on the common grounds, the normal development of practice research will inevitably be affected, thus presenting the dilemma the theoretical interpretation is in. Although the theory that ＂teachers are researchers＂ supports specializing the profession of teacher, directs the development of teachers, the technically reasonable idea and the role identity potentially leave teachers in a state of dilemma, that teachers usually find it difficult to make a choice between solving the problems of practice and catering to the theories of others, or between observing the collective norms and following the self identification. The school, as a research place , supports the idea that schools develop depending on scientific researches and the judgment that teachers are researchers, but the assumption of autonomic organization is only an isolated analysis of the independent development of schools after the complex conflicts are eliminated, and the assumption of scientific research institutions is also the simple expectation of the environment of scientific research, which neglects the school as the specialized educational institution and the teachers as the practical educators.