教学实践模式与教师的实践思维——兼评“特殊教学认识论”

The Model of Teaching Practice and Teachers' Practical Thinking——Concurrent Comments on "Special Teahing Epistemology"

教学实践模式经历了从行为主义经认知主义到建构主义这一演进过程。社会建构主义教学实践模式所要求的新型教师专家的成长,需要高层次的判断——提供问题框架,在做出教学行为的同时,同问题解决情境展开对话与反思。因此,锻造教师实践思维的课题应当列入教学研究的日程。教师唯有通过实践思维的锻造,才能正确地理解教学知识的基础、教学知识的源泉以及教学过程的复杂性,真正从技术熟练者走向反思性实践家。教师实践思维的形成不是一蹴而就的,它是每一个教师在其所在的学校文化之中与同僚教师一道分享、一道形成的。

The model of teaching practice has evolved from ＂behaviourism＂ to ＂cognitivism＂ and then to ＂constructivism＂. In this process, social-constructivism teaching practice model is very meaningful for us right now. It advocates that the professional teachers＂ development needs high-level judgment, i.e. while they teach, using problem-solving framework to ＂dialogue＂ with the context, and reflect on it. This is the meaning of teachers＂ practical thinking. So, developing teachers＂ practical thinking for teaching should be one of the topics of teaching t^search. Only by developing teachers＂ practical thinking, can the teachers understand the knowledge base of teaching and the source of teaching knowledge as well as the complexity of teaching process. It＇s also the approach from technician to reflective practitioner for every teacher. The forming of practical thinking tor teaching does not accomplish in an action, it is the process that each teacher develops together with the colleagues in the school culture they work.