教师学习的生态转向及其特征  

The Ecological Turning of Teacher Learning and Its Traits

作　　者：王凯[1] 

机构地区：[1]杭州师范大学教师发展研究中心

出　　处：《教育研究》2010年第11期83-87,共5页Educational Research

基　　金：国家社会科学基金"十一五"规划2009年度教育学一般课题"基于生态取向教师发展观的教师学习方式变革研究"(课题编号:BHA090026)的阶段性研究成果;课题主持人:林正范

摘　　要：随着认知主义、人类学、实践认识论、生态学等理论介入教师学习的研究,教师学习呈现出由知识取向、实践取向向生态取向的转换,生态位揭示了生命体之间以及生命体与无机世界之间存在的一种极其复杂的相互关联。教师生态位是教师在一定的条件下或活动环境中发展、成长的状态,教师发展表现为教师个体或群体生态位的拓展。立足于生态位理论的教师学习呈现出生命化、自主性、适切性、互动性、多样性等特征。Abstract：With the involvement of congnitivism, anthropology, practical epistemology and ecology in the research on teacher learning, teacher learning has shifted from comgnitivism orientation and practice orientation to ecology orientation. The ecology niche theory has shown the complex correlation of the life entities and the life entities with the inorganic world. The ecology niche of teacher is the status in some certain conditions of active environment. The development of teacher has embodied as the prolongation of ecology niche of the individuality of teacher or the group. On the basis of ecology niche theory, several traits as living, autonomy, appropriateness, interaction and diversity, etc., have been found out in teacher learning.

关 键 词：教师学习 生态转向 生态位 

分 类 号：G451.1[文化科学—教育学]