教师成长的非连续性——基于博尔诺夫“非连续性教育”思想的分析  

The Discontinuity of Teacher Growth—— Analysis Based on Bollnow's Thoughts of“Discontinuous Education”

作　　者：周成海[1] 

机构地区：[1]大连大学师范学院,辽宁大连116622

出　　处：《教育理论与实践》2015年第10期32-35,共4页Theory and Practice of Education

基　　金：周成海主持的教育部人文社科青年基金项目<教师知识分享研究>(项目批准号:12YJC880165)的阶段性研究成果

摘　　要：德国教育家博尔诺夫的"非连续性教育"思想为考察教师成长提供了一个新的视角。教师成长是连续性与非连续性的统一,"危机"、"遭遇"、"唤醒"和"告诫"都能中断教师成长的连续性,使教师成长进入到非连续性阶段,由此应推动教师在震荡中进行积极的自我调整,开启教师成长的新阶段。要使教师走出"舒适地带",即中断教师成长的连续性,就要营造丰富的、合作的学校文化环境,培植教师专业学习共同体,并促使教师进行反思。The discontinuous educational thoughts of Bollnow, the German educator, have provided a new perspective for our exploring the growth of teachers. Teachers＇ growth is the unity of continuity and discontinuity.＂Crisis＂, ＂encounter＂, ＂awaking＂ and ＂exhortation＂ all can break off the continuity of professional growth of teachers, put teachers＇ growth into the stage of discontinuity, promote the teachers to make a positive self adjustment in shocks, and open up a new stage for teachers＇ growth. In order to impel teachers to step out of their ＂comfort zone＂, that is to interrupt the continuity of teacher growth, we should create a rich and collaborative school culture, cultivate a learning community of teachers, and encourage teachers to reflect.

关 键 词：教师成长 博尔诺夫的“非连续性教育”思想 非连续性 

分 类 号：G451.2[文化科学—教育学]