中小学教师的理论自觉与教育学研究的转向

The Theoretical Consciousness of Primary and Secondary School Teachers and the Turn of Pedagogy Research

中小学教师的理论自觉问题还停留于教育学者"旁观式"的呼吁和建议,对于理论自觉"是如何"与"何以"的本源性问题缺乏充分论证。实践之困、政策诱导、理论激发和主体的自我反思,是教师理论自觉的四种主要力量源。而制度化分工、话语权分化和教师自由时间的阙如则是教师理论自觉的压抑性力量。对于教育学者而言,与其"隔空喊话"式的"告谓"教师应该实现理论自觉,不如回归基于理论与实践交互生成的行动者立场,通过诚意正心、转变研究立场、走向跨界合作等反身性意向和行为,创新理论生产方式,共创教育新生活。

The theoretical consciousness of primary and secondary school teachers remains at the level of appeals and suggestions from the "sidelines"of educationalists,and there is a lack of ample demonstration on the original problem of what it is and how it works.While difficulties in practice,policy guidance,theoretical stimulation,and self-reflection can be seen as the four main sources of strength for teachers’ theoretical consciousness,it can be found that institutionalized division of labor,differentiation of discourse power,and lack of free time of teachers are the repressive forces.This research argues that,instead of shouting in the air to inform teachers of realizing their theoretical consciousness,it might be better to return to the position of an actor based on the interaction between theory and practice,to innovate the mode of theoretical production and to create a new life of education through sincere and honest intentions and actions,changing research positions,and moving towards cross-border cooperation.