教师专业的知识生产困境与突破

The Dilemma and Breakthrough of the Knowledge Production in Teacher Programs

增进教师专业性亟须考察并完善教师专业的知识生产逻辑。建构教师专业不仅需要自上而下的教师教育学科知识,更需要自下而上的教师教育实践知识。本研究主要以迈克尔·扬(Michael F.D.Young)的职业知识的“知识本位取向”“标准本位取向”“联结取向”理论以及哈贝马斯(Jürgen Habermas)的“技术的兴趣”“实践的兴趣”“解放的兴趣”认识兴趣理论,考察、反思当前我国教师职业走向专业化的知识生产逻辑,析出机械主义、表现主义与功利主义的知识生产困境。本研究以“我感故我在”为教师专业的知识生产的另一种理念状态,提出涵育教师知识的三个“活水源头”——热爱、同情与关心,专注涵情育师,以深度的知识学习修炼教师品格,磨砺并完善人际情感交往,以此种情感人文主义教师专业的知识生产逻辑融入、纾解现实困境。

To enhance the professionalism of teachers,it is urgent to investigate and improve the logic of knowledge production in teacher programs.The construction of teacher programs requires not only topdown teacher education subject knowledge,but also bottom-up teacher education practice knowledge.Based on Michael F.D.Young’s theory of vocational knowledge,including knowledge standard orientation,standard-based orientation,and jointing orientation,as well as Habermas’s theory of human interests of knowledge including technical interest,practical interest,and emancipatory interest,this research investigates and reflects on the knowledge production logic of the professionalization of the teacher profession in our country,and analyzes the knowledge production dilemma of mechanism,expressionism and utilitarianism.This study takes“I feel,therefore I am”as another conceptual state of teacher programs knowledge production,and proposes three“living water sources”,including love,sympathy and concern for cultivating teachers with affection and interest,and to use in-depth knowledge to study and cultivate teachers'character,sharpen and improve interpersonal and emotional communication,and integrate with the knowledge production logic of this affective humanistic teacher programs to relieve the real dilemma.