教师发展的非反思路径

The Non-Reflective Approach to Teacher Development

教师发展有反思与非反思两条途径。前者是教师在将教育教学活动对象化、课题化和教育认识显性化、公共化的前提下,通过理性方式谋求发展。后者是教师在未将教育教学活动对象化、课题化和教育认识显性化、公共化的前提下,以非理性方式谋求发展。非反思路径要么被忽视,要么被轻视,形成了反思路径的"唯一性神话"。这个神话源自理性主义认识论及建基于此的教师专业发展概念。而这两者在哲学与教育学中都遭到了批判。因此,我们应关注、重视非反思路径。它的形态包括:默会怀疑、内隐学习、悟性思维、以心识心等。

There are two approaches to teacher development. The reflective approach to teacher development requires teachers to think about questions in teaching and allow the teachers to develop through critical thinking. On the contrary,the non-reflective approach to teacher development doesn 't require teachers to think about questions in teaching and allow the teachers to develop through non-rational thinking. The non-reflective approach to teacher development tends to be ignored or underestimated because of the rational epistemology and the consequent conceptualization of teacher professional development. The patterns of non-reflective approaches include tacit doubting,implicit learning,etc.