教师教育范式转型观照下的课堂文化重建  

Class Culture Reconstruction under the Background of Teacher Education Paradigm Transformation

作　　者：李晓红[1] 

机构地区：[1]陇东学院教育学院,甘肃庆阳745000

出　　处：《当代教师教育》2013年第4期6-10,共5页Contemporary Teacher Education

基　　金：甘肃省教育科学"十二五"规划2013年度课题(GS[2013]GHB0924);甘肃省高等学校科研项目(2013B-087)

摘　　要：不同教师教育范式观照下的课堂文化形态各异,工具理性的教师教育范式致使课堂文化定位出现偏差,各种文化载体间相互背离,教师教育者缺乏文化自觉意识,课堂文化意蕴缺失;对话交往理性教师教育范式观照下的课堂文化课堂文化功能得到全方位的释放,各种文化载体间的有效整合,教师教育者有自觉的文化意识以及平等、交往的人际关系模式得以建立。因此,课堂文化的重塑要以教师教育范式的转型为先导,只有两者深入契合才能相得益彰,共融相生。Class teacher education culture forms are various under different teacher education paradigms. Instrumental rationality of paradigm leads to the digression of classroom culture, deviation of various cultural carriers from each other, the educators＇ lacking of cultural consciousness of teacher, and absence of class culture connotation. Under the teacher education model of dialogue communicative rationality, the function of the class culture can be fully realized, various culture vectors can be effectively integrated, the teacher educators can reveal the cultural consciousness and the relationships of equality, interaction model can be founded. Therefore, the transformation of teacher education paradigm serves as the forerunner for remodeling the class culture. Further correspondence between them can bring out the best in each other.

关 键 词：教师教育范式 课堂文化 工具理性 对话交往 文化重建 

分 类 号：G451[文化科学—教育学]