可行性原则:教改方案行动化的枢纽

Practicality Ethic: Junction in Enactment of Educational Reform Plan

改革方案如何走向实践是教育领域的关节点之一,教师课堂决策是这一过程的关键环节,一项改革要求只有具备可行性才有可能被教师"吸附"进教育实践。教育改革建议具有自为性、可见性、系统性与指向性,而现实的教师课堂行为具有自在性、模糊性、零碎性与操作性,教师课堂决策对教育改革的命运具有决定性。可行性原则由三条教师决策依据构成,即工具性、一致性与成本性,它们构成了教师课堂决策的内在程序。构建直觉目标系统、利用快速节俭式直觉判断、引入教学效果分析既是可行性原则在课堂语境中的具体化,又是将改革要求植入教师课堂行为内在程序的路径。

It is one of the er＇s classroom decision-making hubs in applying reform plan into practice, in which teach- is the key link. Only the reform requirement that conforms to the Practicality Ethic is possible to be integrated into educational practice. Education re- form proposal always has such attributes as subjectivity, visibility, systematization and di- rectivity, while actual teacher＇s classroom behavior has the following features, that is, pas- siveness, ambiguity, fragmentariness, and operability. Teacher＇s classroom decision-mak- ing is vital for educational reform＇s future. The Practicality Ethic is composed of three ele- ments, that is, instrumentality, congruence and cost, which becomes internal program em- bedded in teacher＇s classroom decision-making. It is the concrete embodiment of Practicali- ty Ethic in classroom context to construct Heuristics, and to introduce Teaching Heuristic Goal System, to utilize Fast and Frugal Impact Analysis, through the reform proposal into teacher＇s response program in classroom. which we can also implant