教师实践变革的话语理解机制

The Mechanism of Discourse Understanding for Teachers to Practice Reformation

作为一个复杂的"理论—操作"系统,教育变革最终的执行者还是要直接或间接地归于教师。从"是否教师主张变革"这一维度对变革进行划分,教育变革可分为教师"自主式"变革和"他主式"变革。两种变革相互联系,形成了变革同心圈层结构。变革成本与变革实现二者之间具有"阈限双向拉动效应"。变革若想取得成效,"变革为了教师"应是核心理念。教师是否能真正实践变革,取决于变革理论是否和教师的"应用理论"相一致。要寻求变革实现,必须深构教师实践变革的话语理解机制,包括尊重教师参与和主张变革的合法性、教育承认教师的专业性、建设协商学习的教师文化。

As a complex ＂theory-practice＂ system, educational reform will be finally conducted by teachers directly or indirectly. Teachers＇ educational reform can be divided into two forms： active and passive from the dimension of ＂whether teachers advocate reform＂. The two kinds of reform are mutually connected, forming a concentric circle of re- forming. However, there is a ＂threshold bidirectional pull effect＂ between the cost and the realization of reformation. The reformation can be achieved only if the ＂reformation for teachers＂ should be the core idea. Whether teachers will conduct reformation depends on the consistency between the reformation theory and the teachers＇ application theory. If we want to make the reformation come true, we have to construct the understanding system for teachers to early out the reformation, which includes respecting the legalization of teachers＇ participation into and proposal of reform, admitting the profession of teachers, and developing the culture of negotiating learning for teachers.