教师核心能力跃迁:模型构建与实现路径

Teachers’Core Competence Transition:Model Construction and Implementation Path

教师核心能力是教师在动态开放的教学活动中主动建构起来的系统性能力,其发展关乎教师专业成长和职业自觉,影响学生智力的形成和个性的发展,同时还关系到教育改革的进程和质量。量子跃迁理论核心思想为在开放性和不确定性的复杂环境条件下,通过外在能量输入的推动和系统内部的非线性相互作用,系统从一个稳态跃升向另一个稳态。该理论为研究教师核心能力的发展演化提供了适恰的理论视角。将教师核心能力类比为量子,可以发现教师核心能力发展与量子跃迁过程类似,二者都具有动态性、突变性、连接性、波粒二象性等共同特性。可借鉴量子跃迁的相关理论进一步构建出教师核心能力量子式演化的跃迁模型。该模型以教师核心能力的跃迁阶段和动力系统为核心要素,以时间为横轴,以教师核心能力发展水平为纵轴,呈现了随时间推移,教师核心能力从基态到高能稳定态的动态发展过程。该模型中教师核心能力的跃迁阶段分为感知提取、整合转化、协同建构和反思觉醒等四个阶段,依次对应量子跃迁的基态、激发态、暂稳态和稳定态;动力系统包括环境驱动系统、具身实践系统、关系联结系统和成长内驱系统等四个子系统,为教师核心能力的阶段跃迁提供能量。根据教师核心能力的跃迁模型,教师的教学核心能力需要在动力系统的驱动下,从初始的静态核心能力向动态可持续发展核心能力飞跃,经由多轮螺旋式的迭代发展,产生跃迁,这一过程的实现可以从增强外部环境刺激、触发需求驱动;培育具身学习动能、转变学习方式;构建集体共生场域,耦合群体智慧;以及树立自觉育人意识、实现生命价值等四条路径来实现。后续研究可基于量子跃迁理论与教师核心能力发展过程的契合机理,在理论探讨基础上进一步引入实证的研究方法和研究工具,深化二者的融合研究与应用。

The core competence of teachers is a systematic ability that teachers actively construct in dynamic and open teaching activities.Its development is related to teachers'professional growth and career consciousness,affects the formation of students'intelligence and personality,and also is related to the process and quality of educational reform.The core idea of quantum transition theory is,under complex environmental conditions of openness and uncertainty,the system jumps from one steady state to another through external energy input and nonlinear interactions within the system.This theory provides an appropriate theoretical perspective for studying the development and evolution of teachers'core competencies.Analogizing teachers'core competence to quantum,it can be found out that the development of teachers'core competence is similar to the quantum transition process.Both of them have common characteristics such as dynamism,mutation,connectivity,and wave particle duality.A quantum transition model for the evolution of teachers'core competencies can be further constructed based on the relevant theories of quantum transitions.This model takes the transition stage and dynamic system of teachers'core competencies as the core elements,with time as the horizontal axis and the development level of teachers'core competencies as the vertical axis,presenting a dynamic development process of teachers'core competencies from the ground state to the high-energy stable state over time.The transition stage of teachers'core abilities in this model is divided into four stages:perception extraction,integration and transformation,collaborative construction and reflective awakening,which correspond to the ground state,excited state,transient state and stable state of quantum transitions in sequence.The dynamic system includes four subsystems:environmental driving system,embodied practice system,relational connection system and growth driven system,providing energy for the stage transition of teachers'core abilities.According to the transition model of teachers'core competencies,teachers'teaching core competencies need to be driven by a dynamic system,transitioning from initial static core competencies to dynamic sustainable core competencies.Through multiple rounds of spiral iterative development,a transition can be generated.This process can be achieved by the following four ways:enhancing external environmental stimuli and triggering demand driven,cultivating embodied learning momentum and transforming learning methods,constructing a collective symbiotic field and coupling with the wisdom of the group,and establishing a conscious awareness of educating people and realizing the value of life.The follow-up research can be based on the compatibility mechanism between quantum transition theory and the development process of teachers'core abilities.On the basis of theoretical discussion,empirical research methods and research tools can be further introduced to deepen the fusion research and application of the two.