教师培训如何突破经验的藩篱--关于教师培训理论建构的哲学省思  

How to Break the Barriers of Experience in Teacher Training:Philosophical Reflection on the Theoretical Construction of Teacher Training

作　　者：汤丰林[1] TANG Fenglin(Beijing Institute of Education,Beijing 100120,China)

机构地区：[1]北京教育学院,北京100120

出　　处：《北京教育学院学报》2023年第4期9-18,共10页Journal of Beijing Institute of Education

摘　　要：推动教师培训突破经验的藩篱,从经验走向理论,是提升教师培训专业化水平的有效路径。新中国成立以来,我国教师培训经历了以教师知识能力补充和学历补偿为主的“生存”阶段、以教师知识能力更新和学历提高为主的“福利”阶段、以教师常态化专业培训为主的“义务”阶段和以教师选择性与个性化学习为主的“自主”阶段。从哲学视角省思之,教师培训理论建构的逻辑起点在教师发展,以此为出发点可建构以教师发展理论、教师培训理论与教师培训实践研究为核心的生命增值理论模型。在此模型的基础上,教师培训形态得以升级为以众筹为时代特征、以生成为内在特征、以自主为动力特征的“涵养”形态,更好地适应新时代教师培训变革的要求。Breaking the barriers of experience and moving towards theory is an effective way to enhance the professionalism of teacher training.Since the founding of the People′s Republic of China,teacher training in China has developed forward into four stages:first,the"survival"stage in which training mainly focused on supplementing teachers′knowledge weakness and abilities and upgrading their academic qualifications;second,the"welfare"stage in which training mainly focused on updating teachers′knowledge and abilities and improving their academic qualifications;third,the"obligation"stage in which training mainly focused on teachers′normalized professional development;and fourth,the"autonomy"stage in which training mainly focused on teachers′selective and personalized learning.From a philosophical perspective,teacher development is the logical starting point for the construction of teacher training theory.Therefore,a life value-added theory model can be constructed with teacher development theory,teacher training theory,and teacher training practice research at its core.On the basis of this model,teacher training can be upgraded to a new"nurturing"form with crowdfunding as its feature of the times,generation as its internal charateristics,and autonomy as its driving force,in a bid to meet the needs of reform on teacher training in the new era.

关 键 词：教师培训 教师发展 教师画像 生命增值理论 “涵养”形态 

分 类 号：G451[文化科学—教育学]