杜威的“双重学习观”及对教师发展的启示  

John Dewey’s “Dual View of Learning” and Its Implications for Teacher Development

作　　者：赵康[1] ZHAO Kang(College of Education,Zhejiang University,Hangzhou Zhejiang 310030,China)

机构地区：[1]浙江大学教育学院,浙江杭州310030

出　　处：《北京教育学院学报》2022年第5期83-91,共9页Journal of Beijing Institute of Education

基　　金：国家社科基金教育学一般课题“美国中小学教师教育专业标准的历史演进及专业化路径探索”(BHA170140);浙江大学文科专项“杜威教育思想的当代研究”(104000-541903/026)。

摘　　要：杜威实用主义哲学中的“交互性建构主义”认识论认为,人与环境处于互动平衡中,互动的中断会引发作为探究的“识知”过程。“识知”创生了解决问题的策略,并支持人继续行动。“识知”的过程作为一种经验,被感知后具有了“意义”而成为认知性经验,有引导未来行动的功能;将其转化为符号时则构成杜威所说的知识,有助于创生未来更明智的行动。这一认识论内含杜威的“双重学习观”:一是基于个体的“行动—反思—行动”逻辑而呈现的“个体性学习观”,二是其交流理论中强调的个体社会性“参与”所呈现的“集体学习观”。对教师发展而言,前者为教师个体的反思性实践提供了理论支持,后者为教师发展提供了学习共同体这一具有民主精神的集体学习模式。二者互为补充,相得益彰。The “interactive constructivist” epistemology in Dewey’s pragmatic philosophy holds that human and environment are in an interactive balance, and the interruption of the interaction will trigger the process of “knowing” as inquiry. “Knowing” creates strategies to solve problems and supports people to continue to act. As a kind of experience, the process of “knowing” becomes cognitive experience after being perceived as “meaning”, which has the function of guiding future actions. When cognitive experience is transformed into symbols, it constitutes what Dewey calls knowledge, which will help create more intelligent actions in the future. This epistemology contains Dewey’s “dual view of learning”: one is the “individual view of learning” presented on the basis of the logic of individual “action-reflection-action”, and the other is the “collective view of learning” presented by the individual social “participation” emphasized in his communication theory. While the former view of learning provides individual teacher’s professional development for reflective practice with theoretical support, the latter view of learning offers a democratic understanding of learning community as a mode of teacher development. Both supplement each other and benefit from each other.

关 键 词：杜威 “识知” 学习共同体 教师发展 

分 类 号：G451.1[文化科学—教育学]