游走在社会期待与现实困境之间的教师教育  

Teacher Education Wandering Between the Social Expectation and Realistic Plight

作　　者：常亚慧[1] 

机构地区：[1]陕西师范大学教育学院,陕西西安710062

出　　处：《教育理论与实践》2013年第11期33-36,共4页Theory and Practice of Education

基　　金：中国博士后科学基金面上资助项目<学校教育改革的空间政治研究>(项目编号:2013M531305);教育部人文社会科学基金资助项目<专业发展框架下的教师个体教学哲学建构研究>(项目编号:09YJA880083);中央高校基本科研业务费专项资金资助项目<流动教师身份的文化社会学研究>(项目编号:10SZYB29);陕西省社会科学基金资助项目<农民工子弟学校外来教师身份认同研究>(项目编号:08N013);国家教育体制改革试点资助项目<教师教育人才培养模式创新与优秀教师培养>(项目编号:09-257-383)的阶段性成果

摘　　要：学校教育改革往往是在社会期待中启动、在现实运作中受困。当下的学校教育改革持守"实践运作"的宗旨,强调教师的实践经验知识,其根源是现代社会所信奉的工具理性。由此,教学变成了一项技艺,教学方法遮蔽了理性思维,学校改革变成了教学法的创新,受此影响的教师教育加剧了这一情况。谨防教学方法替代教学思维,厘清教师实践智慧的实质是解决问题的关键。Schooling reform generally starts in the social expectation and is trapped in the actual operation. The cur- rent schooling reform holds the tenet of ＂practice operation＂, emphasizing practical knowledge of teachers, whose root is the instrumental reason held by the modern society. Hence teaching has become a technical work, and the teaching method has covered the rational thinking. Schooling reform has been transformed into the innovation of teaching methods, and this ex- erts influence on the teacher education which has aggravated the situation. To solve the above problem, the key is to beware of the method replacing thinking and to clarify the essence of teacher practice.

关 键 词：社会期待 现实困境 教师教育 

分 类 号：G451.2[文化科学—教育学]