论教师的现场学习力及其培育  

Teachers’ Field Learning Power from the Perspective of Phenomenology

作　　者：许芳杰 Xu Fangjie(Beijing Normal University)

机构地区：[1]教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心

出　　处：《当代教育科学》2022年第5期63-70,共8页Contemporary Education Sciences

基　　金：中国博士后科学基金第67批面上资助项目“中小学教师现场学习力的形成机制研究”(课题编号:2020M0187)的研究成果之一。

摘　　要：教师现场学习力是关于“教师之教”的现场学习力,发生并涌现于教师专业意识当场构造与连续充盈的过程中,是保持教师专业生命活力的动态能量。在现象学的视域中,意识具有意向性,意识的当下化构造意味着意识总是当场激活、建构着意识对象。在此理解之上,导出了教师现场学习力的结构要素,这一隐喻直观显明了教师专业意识与教育现场的认识对象之间的意向性构成关系,即教师专业意识中的伴随情感、理论自觉的超越意识、对学科产生教育增益的追求、学习关系互惠意识以及教育变革中的学习自适应等维度,与不断变化发展着的教育对象、工作环境之间何以相互引发与缘构的关系。在此基础之上,培育教师的现场学习力,以激发教师职业的生命活力。Teachers’ field learning power is about the“teaching”of field learning power,which emerges in the process of the teacher’s professional awareness in the field. Teachers’ field learning power is continuous filling and the dynamic energy to maintain the teacher’s professional vitality. In the field of phenomenology,consciousness is intentional.The current construction of consciousness means that consciousness always activates and constructs conscious objects in the field. Based on this,the double helix structure of the teacher’s field learning power is derived. This metaphor intuitively shows the intentional composition relationship between the teacher’s professional consciousness and the cognitive object of the education site,that is,the accompanying emotion and theory in the teacher’s professional consciousness consciously transcending consciousness,the pursuit of educational gains in disciplines,mutual awareness of learning relationships,and self-adaptive learning in educational reform,and other dimensions,and the constantly evolving educational objects and working environment,how can they trigger the relationship with the fate. On this basis,We should cultivate teachers’ on-site learning ability to stimulate the vitality of teachers’ profession.

关 键 词：现场学习力 教师专业意识 意向性 教育现场 

分 类 号：G451[文化科学—教育学]