教师学习活动形态变迁的演进逻辑:学习隐喻的视角  

Perspective of Learning Metaphors on the Evolution Logic to Change of the Forms of Teachers Learning

作　　者：艾诗根 

机构地区：[1]重庆师范大学教育科学学院,重庆401331

出　　处：《教育发展研究》2017年第15期71-77,共7页Research in Educational Development

基　　金：教育部人文社会科学重点研究基地华东师范大学基础教育改革与发展研究所2016年度重大项目"基于学校变革实践的理论原创和学派建设"(16JJD880017)的部分成果

摘　　要：从人类学习的获得、参与和知识创造隐喻的发展为序来看,不同学习隐喻的出现催生了对教师学习活动形态的不同认识和理解。作为获得隐喻的教师学习,承认教师学习是获取知识与技能的价值,却易受掌握熟练教学技能模式的主导,走上技术型的教师发展道路。参与隐喻将教师学习视为维系学校实践共同体的活动,有助于教师身份的获得和分享实践,却可能产生学校实践共同体边界的固化与忽视有经验教师的学习提升。学习的知识创造隐喻视教师为教育教学知识的生产者和创造者,教师学习的目的转变为在实践中共同创造学校教育的新生活,教师学习的过程是一种跨越边界的交互转化式学习。学习隐喻的变化会与教师学习活动形态的更新如影相随,如何融通教师不同学习活动形态之间的有机联结、形成多维丰富的教师发展模式是未来教师学习研究需要深入讨论的议题。There are three metaphors of Learning including the acquisition and participation and knowledge-creation metaphors to think different forms of teacher learning. Adherents of the acquisition metaphor recognize teacher learning to acquire knowledge and skills of teacher professional developmen4 which is easy to be affected by the patterns of skilled teaching methods and immersed in the technology-orientation of teacher development. Teacher learning occurring in school communities of practice helps teacher obtain identity and share the practice of teaching, but tends to result in closing of boundary in community of practice and neglect learning for experienced teacher. Knowledge-creation metaphor of learning thinks that every teacher is the producer and creator of teaching knowledge. In this eontex4 teachers learning involves a process of crossing borders and transformation, which helps to create new life of schooling. Learning metaphor expands the understanding of forms of teachers learning. One of the important research topics in the field of teacher learning is how to connect among different forms of teacher learning and take shape multi-dimensional teacher development.

关 键 词：教师学习 学习隐喻 教师发展模式 学校共生体 

分 类 号：G451[文化科学—教育学]