新手教师如何从“经验”中学习  

On How to Learn from Experience for the Novice Teacher

作　　者：王红艳[1] 

机构地区：[1]山东师范大学教育学院,济南250014

出　　处：《教育发展研究》2012年第4期53-56,共4页Research in Educational Development

基　　金：山东省教育厅研究生教育创新项目"全日制教育硕士实践教学的实施;管理模式及评价机制研究"的成果之一;山东师范大学教育学原理国家重点(培育)学科经费资助

摘　　要："经验"是人们日常生活经常使用的词汇,但似乎又用得过于随意;而且其中隐藏了经验与知识、实践与理论的二分式思维模式。本文从杜威意义上的"经验"入手展开讨论,力图破除教育实践界对经验的迷思,指出并非所有的经验都具有教育意义。经验必须是个体亲身经历和体验的过程,必须是个体在所做和所得结果之间建立起联结,其只有在一个连续统合的社会情境下生成和进行反省才有意义。文中对新手教师群体提出建议:在"拿来"他人的经验时,必须完整"打包",把他人的行、知、信、意甚至情境本身都一并考察反思,在透彻理解的基础上学习。＂Experience＂ is the glossary which people use frequently in daily life, but they use it as if too optionally which hides the two-fraction thought between the experience and the knowledge, the practice and the theory. This article tries to eradicate the mysticism about experience in educational practice from the Dewey＇s experience and illustrate that not all experiences have the pedagogical meaning. The experience must be the joint between does and results by the individual, and to be reflected under a continual series and in the social situation. Finally, this article proposes suggestions to the novice teacher who is considered lacks the experience： When you bring other people＇s experience, you must bring them completely, that is, to package other people＇s activities, knowledge, believes, wills and even the situation itself. So you can inspect and reflect this package. We say this is learning from experience.

关 键 词：经验 反思 新手教师 实践性知识 

分 类 号：G451.1[文化科学—教育学]