行动研究促进教师专业发展——问题审视与路径建构

Action Research Promotes Teacher Professional Development——Examining Issues and Constructing Pathways

行动研究在教育研究中的运用存在着知识内隐和思维经验化两个需要破解的难题,需要以知性和理性为关键,借助先验逻辑框架进行路径建构,以“知性化—公开化—理性化—规范化”为展开路径,使教师行动研究在推动教师公众知识的诞生、促进教师共同体的稳固两方面发挥积极作用。“知性化”指对知性的法规进行反思批判;“公开化”指把“他人”纳入研究的选题与成果展示中,通过口头报告或书面报告的方式公开研究者现阶段的想法或观点;“理性化”一般为从一个“原则”中推出一个知识的形式,能对行动研究中的现象进行合理归因;“规范化”指研究者有意识地引入相关理论作为理解框架;通过以上路径促进教师专业发展。

Knowledge obscurity and the empirical nature of thinking are the two problems to be solved when applying action research in education researches.To address these problems,two key concepts-intellect and reason are necessary;and a transcendental logical framework is applied to construct the pathway,which goes from intellectualization,publicization,ra-tionalization to standardization.This framework enables action research to play an active role in promoting the birth of teach-ers'public knowledge and fostering cohesion among teachers.Intellectualization refers to reflecting on and critiquing the regulations of knowledge.Publicization means including others into selection and presentation of research results through oral or written reports.Rationalization is the form of deriving knowledge from a principle,allowing for a rational attribution in ac-tion research.Standardization refers to consciously introducing relevant theories by researchers as a framework for under-standing.