成为“反映的实践者”——从舍恩的理论探寻教师成长的秘密

Becoming “The Reflective Practitioner”: The Growing of Teachers in Schon's Theory

随着人们日益认识到教师教育领域理论-实践关系的紧张性,如何尽快破解这种紧张关系也变得日益迫切。舍恩从直面理论与实践之间的"裂痕"这一现实问题开始,将注意的焦点放在了"湿软的低地"这一"专业实践的核心"上,创造性地提出了"反映的实践者"这一概念,从而作为破解教师教育领域理论-实践紧张关系的良方。依据舍恩的理论,"反映的实践者"最终的表征是成为"实践脉络的研究者",而基于意外经验刺激的诱变事件和基于辅导教师辅导的学徒制是使其成为"实践脉络的研究者"不可或缺的两大因素。

As the tension between theory and practice in teacher education has been recognized,finding the way to ease this tensional relationship is increasingly urgent. Directly facing the ＂gaps＂between theory and practice, Schon creatively put forward the concept of ＂reflective practitioner＂.Based on Schon＇s theory, the ultimate demonstration ofthe ＂reflective practitioner＂is to become＂practice context researchers＂. It should be pointed out that, the two indispensable factors that contribute to the ＂reflective practitioner＂are the stimulus of unexpected experiences and the apprenticeship that based on tutor instruction.