超越“理论联系实际”:实践—反思的教师研修

Transcending"Applying Theory to Reality":Praxis-reflection Oriented Teacher Training

教师研修中“理论联系实际”作为决策者和研究者解决“理论脱离实际”问题而开出的良方并未大范围起效,反而存在一些误区。基于对实践—反思教育学范式下教师专业发展的实践探索,提出一种超越“理论联系实际”的实践—反思的教师研修样态。这种新型的教师研修样态存在四个方面的转变:研修性质从认知性实践转向伦理性实践,研修关系从情感疏离转向激发性信任,研修方式从单边控制转向自然共现,研修结果从知识—技能掌握转向心智模式转化。实践—反思的教师研修对中国式现代化语境下推动教师教育的变革有一定的理论贡献,需要教师教育者、政策制定者和广大教师共同创设条件,改变观念,使其成为可能。

"Applying theory to reality"as a prescription given by policy makers and researchers for the"divorce between theory and reality"has not been effective to a large extent.Based on our research on teacher professional development from a praxis-reflection education paradigm,this article introduces a praxis-reflection oriented teacher training which transcends"applying theory to practice".This new form of teacher training has four shifts:the essence of the training shifts from cognitive practice to ethical practice,the training relationship shifts from emotional distance to inspirational trust,the training form shifts from lateral control to natural presencing,and the results of the training shifts from mastery of knowledge and skills to the transformation of mindset.Praxis-reflection oriented teaching training can make theoretical contribution to teacher education reform in the current context of Chinese modernization.In order to make it happen,teacher educators,policy makers and teachers at large need to join forces to create necessary conditions and change their mindsets accordingly.