教师理论学习策略摭论  

On the Strategies of the Teachers’Theory Learning

作　　者：吴义昌[1] WU Yi-chang(School of Education Science,Jiangsu Normal University,Xuzhou Jiangsu 221116,China)

机构地区：[1]江苏师范大学教育科学学院,江苏徐州221116

出　　处：《教师发展研究》2020年第3期85-91,共7页Teacher Development Research

基　　金：国家社科基金“十三五”规划教育学一般课题“我国大学教学共享空间的建构及其影响研究”(BIA160107)。

摘　　要：部分教师一方面认为理论学习很重要,另一方面又较少开展理论学习,造成这种“信奉理论”与“使用理论”矛盾的重要内在原因是教师理论学习策略不当。为了有效推动理论学习活动的持续健康开展,教师应实施自我指导策略,重视发挥主体性,自主确定学习要素;实施实践改进策略,重视在实践没有出现问题时开展理论学习;实施明智应用策略,重视将理论进行创造性应用;实施知识转化策略,重视将公共理论性知识转化为个人实践性知识;实施原点指向策略,重视确立内在目的,并处理好内在目的与外在目的以及内在目的之间的关系。On the one hand,some teachers think that theoretical learning is very important,but on the other hand,they seldom carry out the theoretical learning.The important internal reason for the contradiction between the“espoused theory”and“theory-in-use”is that the strategies of the teachers’theory learning are inappropriate.In order to effectively promote the sustainable and healthy development of the theory learning activities,teachers should implement self-directed strategy,attach importance to exerting their subjectivity,and independently determine the learning elements;carry out the practice improvement strategy,and pay attention to carrying out the theoretical learning when there are no problems in practice;implement intelligent application strategy,and attach importance to creative application of theory;carry out the the knowledge transformation strategy,and focus on transforming the public theoretical knowledge into the personal practical knowledge;implement the origin pointing strategy,attach importance to establishing the internal purpose,and deal well with the relationship between the internal purpose and the external purpose,as well as the relationship among the internal purposes.

关 键 词：教师学习 教师专业发展 信奉理论 使用理论 

分 类 号：G451.2[文化科学—教育学]