教师学术研究意识结构及其整体生成——基于教育研究哲学的视角

On the Consciousness Structure of Teachers Academic Research and Its Overall Formation:From the Perspective of Educational Research Philosophy

人的意识是社会实践的产物,是人探索世界的原点。教师学术研究意识体现了教师对问题进行思考和探究的意向性,蕴含着积极的思维和心理信念。就教育研究哲学视角而言,教师学术研究需要具备问题意识、学理意识、逻辑意识、结构意识、方法意识、时代意识和整体意识等,进而形成教师教育学术研究的认知结构及其解决问题的学术思维。教育学术研究意识不是孤立的,它需要教师生成整体性的意识结构。教师学术研究意识结构的整体生成需要教师做到:夯实理论根基,奠定认识教育问题和探索教育问题的基础;善于发现问题,养成直面问题和思考问题的惯习,聚焦有意义和有价值的问题,从而形成研究主题;学会分析问题,通过推理、判断、比较、综合、抽象、概括等方法,运用辩证、实证以及实验等方法,客观、理性地分析问题;提出科学假设,建立研究方向和目标;在仔细求证的基础上得出结论,并回到实践场域进行验证检验,以确保教育科学研究结果的信度与效度。

Human consciousness is a product of social practice and the origin of human exploration of the world. The “consciousness” of academic research by teachers reflects their intention to explore problems encountered,and contains positive thinking and psychological beliefs. From the perspective of educational research philosophy,teacher academic research,as a research activity centered on human education issues,requires an awareness of problems,theories,logic,structure,methodology,era,and the overall context. This forms a cognitive framework for teachers to engage in educational academic research and develop their academic thinking to address issues. The consciousness of educational academic research is not isolated;it needs to create a holistic “consciousness structure.” Teachers are expected to consolidate the theoretical foundation and establish the groundwork for understanding and investigating educational matters. They need to excel in identifying problems,cultivate the practice of directly confronting and contemplating issues,concentrate on significant and valuable problems,and thereby formulate research topics. Additionally,they are required to learn how to objectively and rationally analyze problems using methods such as reasoning,judgment,comparison,synthesis,abstraction,and summarization,employing dialectical,empirical,and experimental approaches. They are also anticipated to scientifically propose hypotheses,define research directions and objectives,and ultimately,after thorough verification,draw conclusions. Subsequently,they should return to the practical realm for further verification and testing to ensure the reliability and validity of educational science research outcomes.