教学经验的意蕴及其价值审视——基于杜威的经验哲学

Philosophical Implication of Teaching Experience and Its Value Review——Based on Dewey’s empirical Philosophy

杜威的经验哲学为理解教学经验奠定了深厚的理论根基。基于杜威的经验哲学,对教育世界中习以为常的教学经验重新审视就会发现,教学经验不单单是一种知识技能或经历体验,更是教师与教学情境交互作用“做”与“受”的统一,是不断生成与发展的“连续体”,包含原初性教学经验和反思性教学经验两种动态结构。以杜威经验哲学的视角审视教学经验,其意义不仅仅是想提醒人们正视教学经验充盈的哲学意蕴,更希望借此视角来观照和透视教师的教学生活,揭示教学经验背后的理性因素和实践价值,进而推动教师教学行为的优化、课堂教学实践的变革,以及教师的专业成长与发展。

Dewey’s empirical philosophy has laid a solid theoretical foundation for understanding teaching experience.Based on Dewey’s empirical philosophy,a re-examination of the teaching experience that is accustomed to the world of education will reveal that teaching experience is not only a knowledge skill or an experience,but also the unity of“doing”and“receiving”in the interaction between teachers and teaching situations,and a“continuum”of continuous generation and development,which including two dynamic structures of primary teaching experience and reflective teaching experience.The significance of examining teaching experience from the perspective of Dewey’s empirical philosophy is not only to remind people to face up to the philosophical implication of teaching experience,but also to observe and penetrate teachers’teaching life from this perspective,and to reveal the rational factors and practical values behind teaching experience,and then promote the optimization of teachers’teaching behavior,the reform of classroom teaching practice,and the professional growth and development of teachers.