教师教育中的理解与视域融合  

Understanding and the Fusion of Horizons in Teacher Education

作　　者：苏尚锋[1] 张景斌[1] 

机构地区：[1]首都师范大学首都基础教育发展研究院,北京100048

出　　处：《教师教育研究》2011年第3期1-5,共5页Teacher Education Research

基　　金：教育部人文社科规划课题(07JA880043)阶段性成果之一

摘　　要：教师教育的意义不在其所传播的话语中,也不存在于教师身上,它存在于教师与其他教育者的视域融合之中。在教师教育中,教师与教育知识都是处于历史之中,教师的专业发展与教育知识的增长变化一起构成一种内在的相互作用,在这种相互作用中教师与教育知识构成一个统一体,构成一种运动关系的效果历史。任何教育知识的理解与接纳都是教师运用自己的语言的自我理解与接纳。他们的视野与教师教育的课程安排间的融合与抗拒,推进了教师理解的创造性发展。视域融合并不完全是一种"共享"、共识,它一直包含着一种深刻地质疑与批判。Neither in the discourses what are transmitted in teacher education,nor on the teacher＇s mind,the meaning of teacher education is on the fusion of horizons between a teacher and other educators.With a teacher and educational knowledge being located in history,there is an inner reciprocity between the teacher＇s professional development and the increasing of educational knowledge,which make up of a union and a kinetic relationship to effective history in teacher education.The understanding and reception of any educational knowledge are always the self-understanding and reception by a teacher with his or her personal language.The fusion or resistance between the teachers＇ horizons and the curriculum in teacher education boosts teachers＇ understanding to develop creatively.The fusion of horizons is not a consensus completely,but always including a deeply questioning mind and criticism.

关 键 词：教师教育 理解 视域融合 效果历史 

分 类 号：G650[文化科学—教育学]