桥梁方法论:链接教育“理论—实践”断链的新工具

Bridge Methodology:A New Tool for Bridging the Broken Chain Between Educational Theory and Practice

"理论—实践"断链的存在是教育理论与改革要求难以真正实施的真实原因,美国学者给出的应对方案是建立基于"可行性原则"的桥梁方法论。教育理论相对教师课堂而言是外在的强加,其只有经过"可行性"判断的理念、建议,才可能进入教师的课堂"行为程序"。桥梁方法论的层级式构架是:以有限理性为理论来源,以"可行性原则"为依托,以教师课堂决策系统为轴心,它是贯通教育理论与实践的媒介物。在桥梁方法论引导下,我国教师教育改革要倡导"PPK知识",推行"实践前置型教师教育",积极营建有助于教师课堂决策进化的优良课堂生态。

The real reason for the hardness to carry out the educational theory and reform demands lies in the ex- istence of the broken chain between educational theory and practice. The solution proposed by American scholars is the bridge methodology based on ＂feasibility principle＂. Compared to teachers＇ class, educational theory is an external force, and only those ideas and suggestions that have gone through the judgment of ＂feasibility＂ can melt into teachers＇ behavior and routine. The hierarchical framework of bridge methodology is an intermediary, taking ＂feasibility＂ as its support and teachers＇ classroom decision as its core, connecting educational theory and practice with finite theory as its theoretical source. With the guidance of bridge methodology, teacher education reform of our country should pursue ＂the knowledge of PPK＂, promote teacher education with practice at the forefront and actively build an excellent class ecology beneficial to the improvement of teachers＇ classroom decision.