“信奉理论”与“使用理论”之辩及其对教育实践的意义  

A Debate on "Espoused Theory" and "Theory-in-Use" and its Inspiration for Educational Practice

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：《外国教育研究》2010年第1期12-18,共7页Studies in Foreign Education

基　　金：北京市教育科学“十一五”规划重点课题《教师实践性知识研究》(课题编号:AIA06135)

摘　　要："信奉理论"与"使用理论"之争是阿吉里斯(Chris Argyris)和舍恩(Donald A.Schon)所论述的关于实践的理论的核心议题,实质上也是教育理论与实践所一直探求的知与行的关系问题。他们提出的实践理论的核心概念包括"使用理论模型"、"双路径学习"以及"第I型使用理论"与"第Ⅱ型使用理论"等。阿吉里斯和舍恩基于专业实践中的困境所提出的"信奉理论"与"使用理论"的诸多模型对于教育实践以及教师教育有可实际借鉴之处:可帮助教育工作者弄清实践中的困境之所在,并尝试进行突破自我与环境压制的双路径学习,以寻求"使用理论"与"信奉理论"的最大限度的一致性。The conflict between ＂espoused theory＂ and ＂theory-in-use＂ is the core theme of Chris Argyris and Donald A. Schon theories about practice. It echoes a long-standing question in educational theory and practice-the relationship between knowing and doing. Their key concepts include the model of theory-inuse,double-loop learning and Model Ⅰ and ModelⅡ theory-in-use. The models of espoused theory and theory-in-use which Argyris and Schon developed from cases of professional dilemmas are of great significance to educational practice and teacher education. They offer effective frameworks for teachers to perceive their own practical dilemmas,seek a double-loop learning within and-without, and try to achieve a better coherence of their theories practiced with their theories espoused.

关 键 词：使用理论 信奉理论 交往合理性 教师专业发展 

分 类 号：G40[文化科学—教育学原理]