为师之道:“学高为师”经典命题真伪之辨  

The Way to Be a Teacher:Distinguish the Truth and Fallacy of the Classical Proposition of “More Knowledge,Better Teacher”

作　　者：侯小兵[1] HOU Xiaobing(School of Innovation,Mianyang Teachers5 College,Mianyang,Sichuan,621000,China)

机构地区：[1]绵阳师范学院创新学院,四川绵阳621000

出　　处：《教育与教学研究》2020年第5期96-107,共12页Education and Teaching Research

基　　金：2014年度教育部人文社会科学研究青年基金项目“教师资格新政策背景下的师范院校组织变革研究”(编号:14YJC880017);四川省2018-2020年高等教育人才培养质量和教学改革项目“创新教育师资培养的质量保障体系建设”(编号:JG2018-724)

摘　　要："学高为师"这一命题原本应该包含好学、治学、博学三重意蕴,然而在实践中往往只看到了博学,便以学问高低作为培养和考核教师的基本依据。这一认识错觉造成对教育本真的种种遮蔽:中小学教育表现出知识中心主义和教师霸权主义的倾向,教师教育异化为学问家取向的教育模式,教师和教师教育的存在合法性受到挑战。不可否认"学高为师"之真,然而也不可无视"学高为师"之伪。只有去伪存真,才能真正认识到教师专业的特质。教师的专业责任不是给学生灌装知识而是促进学生发展,教师的专业内核不是教学问而是教学生学。教师不一定要成为学科知识领域的学问家,但一定要成为在课程资源与学生发展之间建立联系的反思性实践者。The proposition of"More Knowledge,Better Teacher"should contain the triple meaning of studiousness,scholarship and erudition.But in the practice,people often take more attention to erudition,which is used as a scale to educate and evaluate teacher.Due to these misunderstandings,there is much fallacy that shelters the nature of education,such as the knowledge-center,teacher’s hegemony,scholar-orientated teacher education model,and the legitimacy crisis of teacher and teacher education.We can’t deny the truth of the proposition of"More Knowledge,Better Teacher",and we can’t ignore its fallacy either.Only by the way to delete the fallacy and preserve the truth,can we understand the nature of teacher’s profession.Teachers’ professional responsibility is not to fill students with knowledge but to promote their development.The essence of teacher profession is not to impart knowledge,but to teach students to learn.Teacher is not bound to be a scholar of disciplinary knowledge,but they should be reflective practitioners who build the relationship between curriculum resource and student’s development.

关 键 词：为师之道 学高为师 教师专业 反思性实践者 

分 类 号：G45[文化科学—教育学]