学徒观察与学习教学——“先入之见”对师范生学习教学影响研究的三十年异域检视

Observation in Apprenticeship and Learning Teaching:A Study on the Influence of Preoccupied Ideas on Learning Teaching

学徒观察是教师教育有别于其他专业教育的一种特殊现象。对西方学徒观察的相关研究进行梳理,可以帮助我们厘清学徒观察期形成的先入之见的特征及其对师范生学习教学的影响和现实意义。早期先入之见的特征表现为:关于教师影像与教师角色,是"厚情感轻认知的深刻教师影像";作为学习者的学生,是"延续与强化的生态原型";关于师生关系的理解,是"教师发展的童年罗曼理论";关于知识、教学和学习的认识,是"熟悉的陷阱";关于教师工作的信念与认同,是"民间教育学与世俗理论的遗风"。它对师范生学习教学产生两种影响:一是阻抗影响,教师教育无力改变先入之见的保守性所携带的冲蚀效应和师范生提前社会化的累积性效应;二是借镜影响,师范生凭借强有力的催化剂对负面影响给予教育学意义上的审视。对学徒观察开展研究可以拓展教师发展研究领域,转换教师教育成效的研究视角,为"理论与实践关系"难题提供化解方案。

Apprenticeship observation is a special phenomenon in teacher education comparing with other professional education. We make a literature review about how apprenticeship observation affects pre-service student teachers in the past three decades in order to clarify the content of apprenticeship observation and the impact which it produced on student teachers. The results show that the preoccupied ideas include ＂ teachers images of those with more emotion but less cognition＂, ＂the continuation of ecological prototype＂; teacher-student relationship, ＂ childhood romance theory of teacher development ＂; knowledge, teaching and learning, ＂ familiarity pitfall ＂; beliefs and identity, the legacy of folk pedagogy and lay theory.＂ The apprenticeship of observation exerts a great influence on Students learn teaching. First, it weakens the influence of teacher education and lead to powerless to change conservative preconceptions; and second, it provides an opportunity for student teacher to reflect negative impact in pedagogy framework. Research on Apprentice observation can expand the area of teacher development research; provide a conversion perspective on effectiveness of teacher education research and defuse the nervous relations between theory and practice of teacher education program.