教师再教育的“内隐理论”研究——基于埃利奥特解释学行动研究中的“偏见”

The Implicit Theory Study of the Teacher Re-education——Based on the “Prejudice” of the Action Research in Elliott Hermeneutics

解释学重视对"前见"或"偏见"的研究,埃利奥特作为行动研究倡导者,他将解释学引入了行动研究,并将解释学研究的"前见"引入教师的"内隐理论"研究。将教师的"偏见"作为"反思"的前提。行动研究的理论对于当今教师教育中"内隐理论"的完善有着积极的促进意义,值得我们在批判分析的基础上借鉴吸收。解释学对"偏见"的关注为教师反思教学实践中的"内隐理论"提供了合法的依据。而是否能真正合理地运用"偏见",完善"内隐理论"则成为教师能否自如应付教育教学情境中各种实际问题的衡量基础。

The hermeneutics attaches great importance to ＂foresight＂ or ＂bias＂. Elliot, as an ac- tion research advocator, introduced hermeneutics to action research, as well as ＂foresight＂ concept in hermeneutics to implicit theories research. It takes the teachers ＂bias＂ as the premise of ＂reflec- tion＂. The action research theory can promote the implicit theory in todays teacher education. The focus on ＂prejudice＂ in hermeneutics provides the foundation for the implicit theory in the practice of reflective teaching. A measurement, which to assess if teachers can deal with practical problem in teaching, is based on their ability in applying ＂bias＂ to improve ＂implicit theory＂.