教师再教育的“内隐理论”研究——基于埃利奥特解释学行动研究中的“偏见”  

The Implicit Theoretical Study of the Teacher Re-education:"Bias" of Action Research in Hermeneutics by Elliott

作　　者：石天玲 

机构地区：[1]扬州大学马克思主义学院,江苏扬州225009

出　　处：《西安文理学院学报（社会科学版）》2013年第4期84-87,共4页Journal of Xi’an University(Social Sciences Edition)

摘　　要：埃利奥特作为行动研究倡导者,他将解释学引入了行动研究,将解释学研究的"前见"引入教师的"内隐理论"研究,将教师的"偏见"作为"反思"的前提。关于行动研究的理论对于当今教师教育中"内隐理论"的完善有着积极的促进意义,值得我们在批判分析的基础上借鉴吸收。解释学对"偏见"的关注为教师在反思性实践中的"内隐理论"提供了合法性的依据。能否真正合理运用"偏见"理论,完善"内隐理论",成为一名合格教师能否自如应付教育教学情境中各种实际问题的理论基础。As action research advocates, Elliot introduces ＂bias＂ in hermeneutics to the teacher ＂implicit theories＂ research. Teachers＇ ＂bias＂ is the premise of ＂reflection＂. The theory of action research has a great positive promotion to perfect ＂implicit theories＂ of teacher education nowadays, it is worth to draw on the basis of critical analysis. ＂Bias＂ concerned by hermeneutics provides a basis of legitimacy for teachers to make reflective practice of im- plicit theories in the teaching. It is a qualified teacher who really rational uses the theory of ＂bias＂ as basics to perfect ＂implicit theories＂ , freely dealing with variety of practical problems.

关 键 词：行动研究 偏见 内隐理论 再教育 

分 类 号：G640[文化科学—高等教育学]