从实践主义到实践理性——教师自我专业发展的一个现代取向  

From Activism to Practical Reason: The Contemporary Orientation of Teacher's Self-specialization Development

作　　者：曹永国[1] 

机构地区：[1]苏州大学教育学院

出　　处：《南京社会科学》2014年第7期122-127,共6页Nanjing Journal of Social Sciences

基　　金：国家社科基金项目"大学青年教师自我认同的形成机理与推进策略研究"(BIA130077);江苏省高校哲学社会科学基金项目"教师自我专业发展的生存论研究"(2013SJB880076)的阶段性成果

摘　　要：当代教师自我专业发展的实践取向旨在促使教师重视、关注与回归教育实践的同时,却推动、固化了一种实践主义的独断论。这种实践主义在现实中表现为一种实践暴力、实践的至上性与优先性、方法主义的崇拜,以及实践主义的思维方式。为了更好地实践,教师需要发展一种实践理性。实践理性是教师正确思考教育实践的方式,是一种教师专业发展的品性。实践理性的意义在于教师需要完整地审视教育实践,让追求自我卓越成为一种习惯,对自我专业发展进行重审与重塑。The practical orientation of teacher＇ s self development is aimed to make teachers fo cus on educational practice, put importance to educational practice, and go back to educational practice. But this orientation has brought about a dogmatism of activism, which is a violence of prac tice, a methodological worship, a thinking way of activism. In order to do better, teachers need de velop a practical reason. Teacher practical reason is a good way of thinking about educational prac tice, a teacher＇ s virtue of self specialization. The meanings of teacher practical reason are to prompt a teacher to think over educational practice, to develop a habit of seeking self excellence, to survey self development of teacher specialization. The purpose of teacher practical reason is to shape a good teacher.

关 键 词：实践主义 实践理性 教师专业化 自我发展 教师品性 

分 类 号：G451[文化科学—教育学]