描述与倾听:促进教师自主专业发展的生活体验写作  

Description and Listening: Life Experience Writing for Teacher Autonomous Development

作　　者：王凯[1] 蒋福超[2] 

机构地区：[1]齐鲁师范学院山东省中小学师资培训中心,山东济南250013 [2]山东师范大学教育学院,山东济南250014

出　　处：《齐鲁师范学院学报》2015年第4期6-9,14,共5页Journal of Qilu Normal University

基　　金：山东省社会科学规划重点项目"教师身份谱系研究"(14BTYJ08)

摘　　要：在解释现象学视角下,真正的教师发展,不在于技术的熟练和理论知识的把握,而是要将教师的成长深植于教师的生活世界,由知识性的方法转向体知性的方法,通过自己的身体、在关系中理解这个世界。作为解释现象学的方法论,生活体验写作直面丰富多彩的生活世界和现象世界,力图恢复教师生活世界的丰富性,还原教育的完整性,是对教师存在意义的揭示,是合态度、方法与目的于一体的研究。好的生活体验写作是描述的也是倾听的,面对其局限性,教师生活体验写作需保持更开放的姿态。In the perspective of explanatory phenomenon, a real teacher development doesn’t lie in experienced skills and the grasp of theoretical knowledge but in teacher’s life world. That is to say, to realize their development, teachers should understand the world by the method of knowledge to intellectual method, using their own bodies in relations. As a methodology of explanatory phenomenon, life experience writing faces the colorful life world and the phenomenon world aiming to restoring the richness of teachers’ life world. It is to reveal teachers’ existence significance, and it integrates attitude, method and purpose. Good life experience writing is both descriptive and open-eared and needs to keep open attitude because of its own limitation.

关 键 词：教师自主成长 生活体验写作 现象学 生活世界 

分 类 号：G643.0[文化科学—高等教育学]