“行动中反思”的实践认识论评述及其对教师发展的意义  

Reflection-In-Action——An Epistemology of Practice and Its Implications for Teacher Development

作　　者：李莉春[1] 

机构地区：[1]北京大学外国语学院,北京100871

出　　处：《教师教育研究》2007年第6期14-18,共5页Teacher Education Research

基　　金：北京市教育科学"十一五"规划重点课题(AIA06135)研究成果之一

摘　　要：针对实证主义认识论所造成的理论与实践、研究者与实践者相分离的状况,舍恩在《反思性实践者》一书中提出"行动中反思"的实践认识论,描述了知行合一的反思性实践者的形象。本文对其理论渊源进行了梳理,并通过对其在教育界的反响进行评述,探讨了舍恩的实践认识论对于教师专业发展的意义。指出这一理论框架为揭示教师的缄默知识和实践性知识、帮助教师进行专业自主发展以及探索教师的知行合一等问题提供了有力的支持。Against the positivistic dichotomies of theory versus practice and researcher versus practitioner, Donald A. Schon wrote the often quoted The Reflective Practitioner： How Professionals Think in Action, in which he put forward the epistemology of practice characterized by reflection in action. In contrast to the traditional expert image, the reflective practitioner is one who seeks a collaborative inquiry in action. This article tentatively explores the theoretic origin of the epistemology of practice and reviews feedbacks of education researchers to Schon＇s theory. It also discusses how this theoretic framework will bring to bear on the study of teacher＇s practical knowledge, the promotion of teacher＇s autonomous professional development and the exploration of teacher＇s knowing in action.

关 键 词：行动中反思 实践认识论 教师专业发展 

分 类 号：G650[文化科学—教育学]