持续钟摆与潜在平衡:教师发展的两条路线及其关系

Continuous Pendulum and Potential Balance:Two lines of Teacher Development and Their Relationship

在教师职业的演变与发展中逐渐形成了两条互相对立的教师发展路线,即"实践经验"路线和"理论处方"路线。前者认为教师在教育教学实践中积累的经验对其专业发展具有第一重要性作用,是教师发展的根本推力。后者认为理论者及其创生的理论优于教师的实践,教师发展需要遵循教育理论的指引与规约。本文拟对实践经验与外部理论在教师发展中各自的作用和局限作进一步分析,并在此基础上讨论两种路线在当下教师发展中的应然关系。

In the evolution and development of the teaching profession, two mutually exclusive lines of teacher development have been formed, namely ＂practical experience＂ and ＂theoretical prescription＇;. The former suggests that teachers＂ experiences accunmlated during their teaching practice are primary and basic propulsion of professional development. The latter believes that theorist and their creative theories are superior to practical experiences, so teachers＂ professional development must under the guidance and constrain of education theories. This paper discussed what relationship of the two distinctive lines ought to be based on analysis of advantages and disadvantages of each lines to teachers＂ orofessional develonment.