成人学习理论下教师教育与教师专业发展再思考  

Rethinking on Teacher Education and Teacher ProfessionalDevelopment from the Perspective of Adult Learning Theory

作　　者：田璐[1] Tian Lu(School of Education,Shaanxi Normal University,Xi’an 710061,China)

机构地区：[1]陕西师范大学教育学部,陕西西安710061

出　　处：《继续教育研究》2022年第1期46-50,共5页Continuing Education Research

基　　金：陕西师范大学研究生创新团队项目课题“普通高中学校学生指导体系建设研究”(编号:TD2020045Y)。

摘　　要：研究目的在于应用成人学习理论指导教师教育的实践,促进教师专业发展。首先,通过诺尔斯的成人教育学理论分析了成人学习理论对教师教育的适用性,探究各个成人学习论对教师教育的指导作用和对教师发展的促进作用,构建了较为完整的指导框架。然后,分别阐述了自我导向学习理论指导下教师教育生成内生动力,促进教师知识发展;转化学习理论对于教师教育提供新途径,促进教师伦理发展;熟练理论指导教师教育产生外部动力,帮助提升教师专业能力;情境学习理论指导下创设多元的教师教育环境,丰富教师实践经验。最后,成人学习理论于教师教育领域具有很强的适用性,应充分尊重教师成人身份和主体地位。The purpose of this paper is to apply adult learning theory to guide the practice of teacher education and promote teachers’professional development.This paper first analyzes the applicability of adult learning theory to teacher education through Knowles’adult pedagogy theory,then explores the guiding role of various adult learning theories on teacher education and the promotion of teacher development,and constructs a relatively complete guiding framework.This paper expounds that transformational learning theory provides a new way for teacher education and promotes the development of teacher ethics;Under the guidance of self-directed learning theory,teacher education generates endogenous power and promotes the development of teachers’knowledge;Skilled theory guides teacher education to generate external power and help improve teachers’professional ability;Under the guidance of situational learning theory,a diversified teacher education environment is created and teachers’practical experience enriched.Finally,adult learning theory has strong applicability in the field of teacher education,and teachers’adult identity and subject status should be fully respected.

关 键 词：成人学习理论 教师教育 教师专业发展 

分 类 号：G451.2[文化科学—教育学]