摘要
一个以教育工作者为成员的合作探究群体在面对真实的教育困境时,如何通过对话探究生成实践性知识?研究发现:不论是教育研究者还是实践者都不能在掌握理论知识与实践经验后自动获得有关教育行动正当性与有效性的判断力;指向行动改变的学习要以他们原有心智模式浮现为前提,而这有赖于群体成员之间的相互激发。此外,"习惯性防御"普遍存在于群体中,成员对此必须有所警惕,并设法创设一个安全、宽松的学习氛围,以减少成员的防御。此类以行动科学作为理论基础的研究,不仅有助于促进教育工作者反思自身既存现况,以增加自己专业行动的有效性,而且能够为构建学习型组织提供理论与实践借鉴。
When a collaborative inquiry group composed of educators faces a true educational dilemma, how the members of the group develop their practical knowledge through dialogical inquiry? It is found that neither experienced educators nor education researchers can automatically obtain the judgment ability about the legitimacy and validity of education action. Learning aiming to change behaviors takes place only when the learners' mental model emerges, and this depends on the exchange of ideas among group members. In addition, "defensive routine" exists among all kinds of groups, and members of the groups should be alert to it, and try to build a safe and relaxed atmosphere so as to reduce the defense. This kind of research based on action science can not only promote reflection by educators on the status quo to improve the effectiveness of their professional action, but also provide theoretical and practical reference for the establishment of learning organizations.
出处
《教育学报》
CSSCI
北大核心
2013年第4期72-82,共11页
Journal of Educational Studies
基金
北京市"十二五"教育科学规划重点课题"中国社会--文化视域下的教师实践性知识研究"(课题批准号:AIA11155)阶段性成果之一
关键词
教育工作者
学习型组织
行动中反映
实践性知识
educators
learning organization~ reflection-in-action~ practical knowledge