从中介到创生:教育学者介入教育实践的再认识  

From Mediation to Creation:Rethinking of Educational Scholars’ Intervention in Educational Practice

作　　者：李太平[1] 王莹[1] LI Taiping;WANG Ying(Institute of Educational Science,Huazhong University of Science and Technology,Wuhan 430074)

机构地区：[1]华中科技大学教育科学研究院,430074

出　　处：《教育研究与实验》2022年第5期11-17,共7页Educational Research and Experiment

基　　金：全国教育科学“十三五”规划国家一般项目“教育学者介入教育活动的理论建构与现实反思”(BAA190231)的研究成果。

摘　　要：当前,许多教育学者在介入教育实践中建构理论、改进实践,但教育学者在介入中仍然坚持理论至上原则,将介入视为理论与实践的中介。这种中介型介入使理论与实践、教育学者与实践者之间产生新的隔阂,且忽视了教育实践的特殊性。教育实践的复杂性决定了教育学者的介入行动应是创生型的介入,即教育学者通过具身行动来创造性地认识、把握并重建教育实践,以促进教育理论与实践不断涌现新质的活动。为实现创生型介入,教育学者应实现研究与行动的协同共进、开展探索性实验、与实践者组成第二型学习组织并建构共享心智。At present, more and more educational scholars get involved in educational practice to construct theories and improve practice, but there is still room for thinking about intervention itself at the theoretical level. In the previous intervention, education scholars adhere to the principle of theoretical supremacy in their interventions and regard intervention as the intermediary between theory and practice, which leads to new estrangement between theory and practice, educational scholars and practitioners, and neglects the particularity of educational practice. The complexity of educational practice determines that educational scholars’ interventions should be creative interventions. In other words, educational scholars should creatively understand, grasp and reconstruct educational practice through concrete actions, thus promoting the emergence of new educational theories and practices. In order to realize the creative intervention, educational scholars should coordinate research and action, carry out exploratory experiments, form the organization of type II learning with practitioners and construct a shared cognition.

关 键 词：教育学者 中介型介入 创生型介入 教育实践 

分 类 号：G40[文化科学—教育学原理]