摘要
教师的主体性是教师在教育活动中表现出来的把握、改造、规范、支配客体和表现自身的自主性、主动性和创造性,其充分发挥有助于学生主体性的彰显。教师开展研究是唤醒和发展教师主体性的重要路径,但实践中由于认知与行为的割裂、设计与实施活动的随意以及理论与实践的分离,致使教师研究存在被动化、随意化和机械化等问题。根据教师研究的真实性、复杂性、合作性等特点,利用项目思维审视与破解教师研究中的问题是唤醒和发展教师主体性的突破口,教师做项目,就是通过逆向设计、学做合一和智慧生成,实现理论逻辑、实践逻辑和价值逻辑的统一。在实践中,整体优化教师研究的机制、多层次设计教师研究主题、深度优化教师研究过程等区域策略,能够有效推动教师主体性的实现。
Teacher subjectivity refers to the autonomy, initiative, and creativity demonstrated by teachers in grasping, transforming, regulating, controlling objects, and expressing themselves in educational activities. Its well function is conducive to the manifestation of students′ subjectivity. Teachers′ involvement in research is an important way to awaken and develop their subjectivity. However, in practice, due to the disconnect between cognition and behavior, arbitrariness in designing and implementing activities, and separation of theory and practice, there are problems such as passivity, arbitrariness and mechanization in teacher research. According to the characteristics of authenticity, complexity and cooperation of teachers′ research, the breakthrough of realizing teachers′ subjectivity is to use the project thinking to examine and solve the problems of teachers′ subjectivity. By doing projects, teachers can realize the unification of theoretical logic, practical logic and value logic through reverse design, integration of learning and doing and wisdom generation. In practice, regional strategies such as overall optimization of the mechanism of teachers research, multi-level design of teachers research topics, and deep optimization of teachers research process can effectively promote the realization of teacher subjectivity.
作者
贺慧
吉萍
吴迪
HE Hui;JI Ping;WU Di(Chengdu Jinjiang Research Institute of Education Science,Chengdu Sichuan 610014,China)
出处
《教师发展研究》
2024年第4期42-47,共6页
Teacher Development Research
基金
四川省教育科研资助金项目重大课题“新时代县域教研员专业胜任力提升对策及路径研究”(SCJG21A009)。
关键词
教师主体性
教师研究
区域策略
teacher subjectivity
teacher research
regional strategy