从边缘参与到中心参与:基于“角色建构”的教育实习元认知策略

Peripheral to Central Participation: Meta-cognitive Strategy for Educational Internship Based on “Role Construction”

教育实习是师范生从学生角色向教师角色转变的过渡,是实现在实践共同体中从"边缘参与"到"中心参与"的开始。实习生应自觉以"教师角色建构"为基本导向,对自己的教育实习进行"元认知"。师范实习生作为"合法的边缘性参与者",其实践学习是一个形成认知和稳定行为的能动性的学习过程,学习本质上是文化的内化,有一个"去中心"的过程,其目标就是形成默会知识。教师角色建构依赖于实习生在教学情境中主动习得实践经验,因此实习生有必要形成对自我实践性知识形成过程的"元认知"。为此师范实习生应具备一定的元认知能力,并能够主动进行元认知计划、监控、评价和调节,如澄清实习目标,使目标现实而具体并呈现出梯度性;运用文化内化策略、人际策略等实施实习行为监控;提高实习行为的理性感知力,并有效评价自我效能感等。

Educational internship is a phase when pre-service students are transferring from a student to the role of a teacher and is the beginning from peripheral to central participation in a practice community. Pre-service students should implement some meta-cognitive strategies for educational internship basically oriented towards the construction of the role of a teacher. They should proactively acquire practical experience through the meta-cognitive strategies of planning, monitoring, assessment and adjustment. Other strategies including cultural internalization and personal strategies should also be implemented to monitor their own behaviors so as to enhance their rational conception of educational practice and to evaluate their self-efficacy.