教师专业发展的规范性及其实践——基于教育哲学视角的分析

The Normalization and Practice of the Professional Development of Teachers——An Analysis from the Perspective of Educational Philosophy

教师专业发展的规范性,具体涉及规范性探究、规范性行动和规范性反思三个方面;其过程则涉及规范性实践。教师专业发展的规范性探究,需要在专业实践活动前进行规范性论证以辩理,也需要在专业实践活动后进行理性审视以明理;规范性行动则需要在专业实践行动中明确行动导向以循理,其中目标导向由规范性准则确定,过程导向由教育实践逻辑确定;其规范性反思应当发现专业实践中存在的突出问题,注意避免教师专业实践中对“规范性”的误读、误判与误用。而规范性实践原则应把握应然与实然、普遍与个别、规则与规范的关系,以确保教师专业实践的规范性。总体来看,教师专业发展的规范性应当注重辩理探理,循理而行;教师专业发展实践则应当在“明其理”的基础上“导其行”,在“循其理”的基础上“求其善”。

The normalization of the professional development of teachers involves three aspects: normative exploration, normative action and normative reflection, and its process involves normative practice. The normative exploration of teachers’ professional development needs not only normative argument before professional practice activities for discern truth, but also rational examination after professional practice activities to make sense. Normative action requires clear action orientation in professional practice, in which goal orientation is determined by normative criteria and process orientation is determined by educational practice logic. The normative reflection should find prominent problems in professional practice. In teachers’ professional practice, attention should be paid to avoiding the wrong understanding, judgment and application of “normalization”. In the principle of normative practice, we should grasp the relationships between “should be” and “reality”,“universal” and “individual”, and “rules” and “norms”, so as to ensure the standardization of teachers’ professional practice. On the whole, the standardization of teachers’ professional development should lay stress on argumentation and exploration, and follow the universal truth. The normative practice of teachers’ professional development should “guide its action” on the basis of “understanding the truth”, and “seek its good” on the basis of “following the reason”.