复杂性思想视域下教师教育观念的特质研究  

Study on the Characteristics of Teachers' Educational Ideas from the Perspective of Complexity Thought

作　　者：李海芳[1] 李德显[2] 

机构地区：[1]山西传媒学院,山西晋中030619 [2]辽宁师范大学教育学院暨田家炳教育书院,辽宁大连116029

出　　处：《教育理论与实践》2014年第9期38-41,共4页Theory and Practice of Education

基　　金：教育部人文社会科学研究一般项目<我国教师文化的民族性研究>(项目批准号:11YJA880045)的阶段性研究成果

摘　　要：复杂性思想具有辩证法的色彩,注重在相互对立的事物之间建立联接。两重性逻辑是复杂性思想的重要支柱之一,它把在表象上相互对立、事实上不可分割的两种逻辑统一起来思考复杂事物的特征。在复杂性思想视域下审视教师教育观念,可以超越"非此即彼"的二元对立思维,且教师教育观念呈现出以下四个方面的特质:统一性与多样性相互依存、有序性与无序性彼此促进、构成性与生成性相辅相成、自主性与依赖性对立统一。Complexity thought is dialectical, focusing on the connection between contradictory things. Duality logic is one of the important pillars of complexity thought, which thinks about the characteristics of complex things by unifying two kinds of logic which are seemingly contradictory but inseparable in fact. To examine teachers＇ educational ideas from the perspective of complexity thought, we can go beyond the binary opposition of ＂either/or＂ thinking pattern and find out the following four characteristics of teachers＇ educational ideas： uniformity and diversity depend on each other; order and disorder promote each other; construction and generation complement each other; and autonomy and dependence are the unity of opposition.

关 键 词：复杂性思想 教师教育观念 两重性逻辑 

分 类 号：G451.2[文化科学—教育学]