摘要
受教育问责和绩效评价制度的影响,教师专业发展实践在当前误入了技术取向的偏狭地带。基于哲学解释学的理解、对话和教化等核心理念,既可以深入解读教师专业发展的基本内涵,也可以全面理解教师专业发展在行动研究中的实现机制。教师基于自身教学现场而开展的行动研究,便于教师在"间距"中重构身份、在"威权"中寻求专业自主、在"亲近"中建立和谐师生关系、在"旅途"中实现潜能生长,从而有效保证了教师专业发展的实现。
Influenced by educational accountability and performance assessment system,teacher＇s professional development nowadays may stray into the narrowed area guided by skill-orientation. The core ideas of understanding,dialogue,and Bildung in Philosophical Hermeneutics can help us deeply understand the true conception of teacher professional development,and comprehensively grasp the mechanism of teacher＇s professional development through the route of action research. Teacher＇s action research built on the true teaching scene can help teachers reorganize identity in＂the gap＂,seek after professional autonomy in＂the authority＂,build up the harmonious relationship between teacher and students in＂the closeness＂,and realize teacher＇s potential growth in＂the journey＂,thus teacher＇s professional development can be effectively ensured.
作者
陈效飞
任春华
郝志军
CHEN Xiao-fei;REN Chun-hua;HAO Zhi-jun(2.School of Teacher Education,Anqing Normal University,Anqing,Anhui,246133,China;3.Institute of Curriculum and Pedagogy Research,National Institute of Education Sciences,Beijing,100088,China)
出处
《教师教育研究》
CSSCI
北大核心
2018年第4期12-17,共6页
Teacher Education Research
基金
中国教育科学研究院基本科研业务费专项资金项目(GYB2016008)
安徽省社科重点项目(SK2016A0874)
黄山学院重点研究项目(2014JXYJ05)
关键词
教师专业发展
行动研究
实现机制
哲学解释学
teacher＇s professional development
action research
realization mechanism
philosophical hermeneutics
