理性规定的大学教师专业发展  

Professional Development of University Teachers under the Rule of Reason

作　　者：王立平 WANG Liping

机构地区：[1]铜仁学院教育学院,贵州铜仁554300

出　　处：《高教发展与评估》2021年第4期66-73,I0005,共9页Higher Education Development and Evaluation

基　　金：贵州省区域内一流建设培育学科“教育学”(黔教科研发[2017]85号)。

摘　　要：大学教师专业发展是专业知识、专业意志、专业情操在专业行动中的游戏,被理性所规定。理论理性规定大学教师专业发展具有求真性;实践理性规定大学教师专业发展具有向善性;创造理性规定大学教师专业发展具有至美性。三种理性的共同作用让专业知识、专业意志、专业情操在专业行动的基础上得以互动游戏,使大学教师专业发展作为一个能动的存在者而显现,为自身现实问题的解决提供有益尝试。The professional development of university teachers is a game of professional knowledge,professional will,professional sentiment and professional action,which is regulated by reason.The theoretical rationality stipulates that the professional development of university teachers is true-seeking;the practical rationality stipulates that the professional development of university teachers is virtue-seeking;the creative rationality stipulates that the professional development of university teachers is beauty-seeking.The interaction of the three kinds of rationality makes professional knowledge,professional will and professional sentiment play on the basis of professional action,which makes the professional development of university teachers appear as an active existence and provides a useful attempt to solve their own practical problems.

关 键 词：大学教师专业发展 理论理性 实践理性 创造理性 

分 类 号：G645[文化科学—高等教育学]