教育现象学视域下教师的教育智慧养成机制研究

A Study on The Cultivation of Teachers’ Pedagogical Thoughtfulness Based on Phenomenological Pedagogy

教育现象学为教育智慧的养成提供了方法论。生活世界中的生活体验是教育现象学的方法论核心,是教育现象学研究的起点和归宿。教育智慧的养成有赖于对生活体验的探寻。教育现象学视域下教师的教育智慧养成机制包含通过“悬置”的现象学态度和诗化的语言追忆、描述“此刻”的教育生活体验,通过对教育生活体验的惊奇、教育现象学主题意义分析和洞见创造进行教育现象学“反思—还原”,教师智慧成长共同体等维度。基于教育现象学的教育智慧养成,应当成为新时代教师专业发展的重要路径选择。

Phenomenological pedagogy provides a methodology for the cultivation of pedagogical thoughtfulness, and the lived experience in the lived word is the methodological core of phenomenological pedagogy, which is the starting point and destination of Phenomenological pedagogy research;the cultivation of pedagogical thoughtfulness depends on the search for lived experience. The cultivation mechanism of teachers' pedagogical thoughtfulness in the field of phenomenological pedagogy consists of the following dimensions: recalling and describing the pedagogical lived experience of the “Now” through the phenomenological attitude of “epoché” and the poetic language, “reflection-reduction” of phenomenological pedagogy through surprising the pedagogical lived experience, analysis of the meaning of pedagogical phenomena and insight creation, and the community of teachers' growth. The cultivation of teachers' pedagogical thoughtfulness based on phenomenological pedagogy should become an important path for teachers' professional development in the new era.