教师主体性学习身份的建构与发展——转化性学习理论的启示

On the Construction and Development of Teachers' Subjective Learning Identity——the Enlightenment of Transformative Learning Theory

教师主体性地位的弱化或缺失是教育改革及教师发展中不可回避的问题。转化性学习理论的深度性、经验性、反思性及实践性等特征,与教师主体性学习身份的建立和发展有着天然的契合性。基于转化性学习理论的视角,可以从营造积极的发展环境、树立教师全人发展的理念、建构科学的组织机构等角度出发,促进教师主体性学习身份的建构与发展。

The weakening or loss of the subject status of teachers is an unavoidable problem in the educational reform and teacher development. The characteristics of the transformation of learning theory, such as the depth, the experience, the reflection and the practice, have a natural fit for the study of the identity of the teachers. Based on the perspective of transforming learning theory, we can build a positive development envi-ronment, set up the concept of the whole human development, and construct the scientific organization to pro-mote the construction and development of the identity of teachers.