存在论视角下教师“专业”属性的重新理解  

Reinterpretation of Teachers' Professional Attributes from the Perspective of Ontology

作　　者：刘胡权[1] 

机构地区：[1]北京教育学院基础教育人才研究院,北京100120

出　　处：《教师发展研究》2017年第1期67-71,共5页Teacher Development Research

摘　　要：教师的专业发展是一个逐渐积累、成熟的过程。对于教师"专业"属性的认识,需要立足教师职业的性质、在特定的文化境脉下、以"存在论"逼近的方式重新解构,以促进教师个体"自我经验"模式的理解、更新。基于这样的研究立场,本研究认同"反思实践者"的教师形象,作为反思实践者的教师,他的教学和育人活动不单单是技术性的,而是高度主体性地参与问题情境,与学生形成活跃的关系,有兴趣和能力解决学生的问题,并以此为成就。Teachers' professional development is a gradual process of accumulation and growth. To understand teachers' professional attributes needs to be based on the nature of the teachers,and deconstructs them from the perspective of 'ontology'in the specified cultural context in order that teachers can understand and renew the pattern of individual 'self-experience'. Based on the researches,the study agrees that the image of a teacher is a'reflective practitioner'. As a reflective practitioner,a teacher's teaching and educational activities are not only technical ones,but the ones that he/she should actively participate in the problem situation,discuss the problems with the students,solve them with interest,and gain achievements.

关 键 词：教师专业发展 反思实践者 技术熟练者 存在论 

分 类 号：G451[文化科学—教育学]