论普遍的教育实践非理性  

On the Common Education Practice Irrationality

作　　者：雷云[1] 

机构地区：[1]四川师范大学教师教育学院,成都610066

出　　处：《四川师范大学学报（社会科学版）》2013年第4期80-84,共5页Journal of Sichuan Normal University(Social Sciences Edition)

基　　金：全国教育科学"十一五"规划2010年度教育部重点课题"我国教育知识史的语境考察"(编号:DAA100191);四川省教师教育研究中心项目"教育知识转型与教师教育变革"(编号:TER2009-010)的阶段性成果

摘　　要：转换分析角度,"教育知识与实践相脱离"实为教育者不践行教师教育所授教育知识的结果,是一种"普遍的教育实践非理性"现象。这一现象产生于长期以来人们对教育知识的"可靠性"设定,以及由此引发的压抑受教育者教育经验的教师教育。除此积弊,宜将教育知识的基本性质理解为"可信性"。"可信性"教育知识的教师教育实践注重解放受教育者的教育经验,可有效促进教育知识与受教育者未来的教育实践相结合,从而消除普遍的教育实践非理性。The separation of education knowledge and education practice results from the edu＇ cators＇ malpractice of teaching, which is actually a common education practice irrationality. It derives from people＇s belief of education knowledge＇s liability which in turn suppresses the edu- cators＇ experience. In order to settle that problem, education knowledge＇s liability should be corrected as education knowledge＇s credibility. In credibility education, educators should admit learners＇ former teaching practice, promote the ers＇ future education practice and thus eliminate tice. combination of education knowledge with learn- the common irrational faculty of education prac-

关 键 词：实践非理性 教育实践 教育知识 教师教育 

分 类 号：G40[文化科学—教育学原理]