论教师发展的“存在”之路  

On the Existence Way of Teacher's Professional Development

作　　者：姜勇[1] 

机构地区：[1]华东师范大学学前教育与特殊教育学院,上海200062

出　　处：《教师教育研究》2010年第1期1-5,共5页Teacher Education Research

基　　金：上海市哲学社会科学规划项目(2004JYS006)

摘　　要：传统教师发展观持"实体论"的观点,将教师发展理解为各项能力领域的构成,如学科知识、教育技能、教学反思等,它关注的是教师发展的结果,而非教师发展本身。"存在论"转向的教师发展观则认为,教师发展不是割裂、单一能力的简单相加,相反,它是"存在论"意义上的自我超越。教师的"存在"之路是实践"人文伦理"之路,感悟"个人境遇"之路,摆脱"常人束缚"之路,走向"精神自由"之路。Traditional belief on teacher development always insists on the opinion of reality orientation, which explains the teacher development as the composition of different competence, such as subject knowledge, teaching skills, teacher reflection, and so on. The traditional belief focuses on the result of teacher development, not the process. However, the existen- tial orientation on teacher development proposes that teacher development is not the simple increase of competence, but the self-growth in the meaning of existence. Teacher＇s existence way is to practice humanistic ethic, experience personal situation, get rid of the common person＇s coerce, and lead the way to spirit freedom.

关 键 词：教师发展 实体论 存在论 

分 类 号：G650[文化科学—教育学]