论我国教师教育观“世俗化”的实践取向——基于亚里士多德的实践哲学

On the Practical Orientation of “Secularization” in Teachers' Educational Ideas in China——Based on Aristotle's Practical Philosophy

当前,我国教师教育中对"实践"的认识渗入了大量技术性的因素,从而确立了一种以技术理性为中心的教师教育观,导致教育教学工作从内涵丰蕴的"实践"降格为意涵单一的"技术"。基于亚里士多德的实践哲学,教师教育观在性质上应视人为实践的终极目的,最至高无上的实践就是实现人的德性完满的行动。教师教育观在内容上需要回归现实、转向实践,这要求决策者在制定政策时要倾听一线的声音,研究者要致力于提出富有针对性的政策建议,广大一线教师也要努力地发出自己的声音。教师教育观在方法上需要理解和吸纳教师的实践智慧,以此来培养卓越且有灵魂的教师。

At present, a large number of technical factors have infiltrated into our understanding of ＂practice＂ in teacher education, thus establishing teachers＇ educational ideas centering on technical rationality, resulting in the degradation of education and teaching work from ＂practice＂ with rich connotation to ＂technology＂ with single meaning. Based on Aristotle＇s practical philosophy, teachers＇ educational ideas should, in nature, be regarded as the ultimate goal of human practice and the supreme practice is the fulfillment of perfect fulfillment of human virtue. Teachers＇ educational ideas need to return to reality and turn to practice in content, which requires policymakers to listen to first-line voice when formulating policies. Researchers should devote themselves to making targeted policy suggestions, and the majority of front-line teachers should also strive to make their voice heard. Teachers＇ educational ideas need, in method, to understand and absorb the wisdom of teachers in order to train excellent and intelligent teachers.