论教师发展的本质与价值取向

On the Essence and Value Orientations of Teacher Development

我国教师教育的根本问题是仅把教师视为社会控制的对象,否定教师认识的独特性,由此导致教师教育的"传递主义"、"技能主义"和"技术主义"倾向。理解教师发展的本质与价值取向是使我国教师教育走出误区的关键。基于"技术兴趣"的教师发展观把教师视为"教学技师",由此导致形形色色的教师技能训练模式。基于"实践兴趣"的教师发展观把教师视为"反思性实践者",教师由此成为一种专业,"专业发展"成为教师教育的目标。基于"解放兴趣"的教师发展观把教师视为"知识分子",教师由此进入"后专业"阶段,"自由发展"成为教师教育的根本追求。教师的专业发展与自由发展相互依存、相互影响、相互融合。我国教师教育重建的基本方向是实现教师专业发展与自由发展的一体化。

Treating teachers as the object of social control and denying the uniqueness of teachers＂ knowledge are the fundamental problems of China＇s teacher education. These result in the orientations of knowledge-transmission, skill-training, and teehnicism. It is crucial for China＇s teacher education to step out of erroneous zone that we understand the essence and value orientations of teacher development. The ＂technical-interest＂ oriented view of teacher development treats teachers as ＂teaching technicians＂, which raises various training models of teacher＇s skills. The ＂practical-interest＂ oriented view of teacher development treats teachers as ＂reflective practitioners＂. So, teacher becomes a profession, and professional development becomes the aim of teacher education. The ＂emancipatory-interest＂ oriented view of teacher development treats teachers as ＂intellectuals＂. So, teachers go into the stage of ＂post-profession＂, and liberal development becomes the fundamental pursuit of teacher education. Teachers＂ professional development and liberal development are interdependent, reciprocally influential, and mutually integrated. The basic direction of reconstructing China＇s teacher education is to realize the integrity of professional development and liberal development of teachers.