成为文化理解型反思性实践者:教师角色的新定位

To Be a Cultural Understanding of the Reflective Practitioner:The New Role Orientation of Teacher

文化理解型反思性实践者是教师反思性实践与文化理解融合生成的一个概念,它揭示了教师反思实践的文化理解性特征和教师文化理解的实践反思性特征。成为文化理解型反思性实践者,是多元文化时代对教师角色的客观要求。具有多元文化协同共生的文化目的理念,养成对"文化偏见"或"文化前理解"的批判反思习惯,具备一定的文化引导转换与文化共同体构建能力,是教师作为文化理解型反思性实践者的基本素养。阐释这一概念有助于重新理解教师的教学实践与角色定位,为教师发展、学生成长和理论研究提供新的视点。

Cultural understanding of the reflective practitioner is a concept that generated by teacher reflection and cultural understanding melt. It reveals the characteristics of cultural understanding about teacher reflection practice and practical reflection about teacher cultural understanding. It is the subjective requirement to be a cultural understanding of the reflective practitioner at multicultural times. Basic literacy of teachers as the cultural understanding reflective practitioner includes the following three aspects： with the proper purpose of the concept of culture; critical reflection of their ＂cultural bias＂ or ＂pre-cultural understanding＂; additionally, he is able to guide cultural awareness, cultural conversion and create a culture of community. This concept will be associated with mutual cultural understanding and reflective practice, and indicate that teachers should pay attention to their cultural contexts, cultural constraints, opportunities for teachers reflective teachers＂ teaching practice and role orientation, student development and theoretical studies. practice. This concept will help us to understand the even it will provide new fulcrum for teacher growth,