成为文化创新型审辨性实践者:教师教学角色的新审视  

Become a Critical Practitioner of Cultural Innovation:A New Examination of the Teaching Role of Teachers

作　　者：梁晨 廖园园[1] 李伟健[1] 王晓丽 Liang Chen;Liao Yuanyuan;Li Weijian;Wang Xiaoli(College of Teacher Education,Zhejiang Normal University,Jinhua 321004,Zhejiang;Zhejiang Rural Education Research Center,Huzhou Normal University,Huzhou 313000,Zhejiang)

机构地区：[1]浙江师范大学教师教育学院,浙江金华321004 [2]湖州师范学院浙江省乡村教育研究中心,浙江湖州313000

出　　处：《中国电化教育》2023年第11期45-52,71,共9页China Educational Technology

基　　金：浙江省教育厅一般项目“共同富裕愿景下城乡教共体建设研究”的研究成果(项目编号:Y202146033)研究成果。

摘　　要：文化创新型审辨性实践者是教师在教学过程中角色建构的终极指向,是在对现有教师角色固化研究下的新思考,更是教师审辨式实践和文化创新实践所融生的一个新概念,其揭示了教师作为教育者围绕教学进行知识审辨的创新特性和教学实践的反思特征。成为文化创新型审辨性实践者的教师,文化是其教学的逻辑起点、对多元文化为资源的审辨是实践中介、培养文化旨趣是教育目的。基于此,建构教师文化创新型审辨性实践者身份应坚持素养化教学,实现转识成智;立足知识生成逻辑,促进深度文化学习;培养元能力,实现身心浸润。The critical practitioner of cultural innovation is the ultimate direction of the role construction of teachers in the teaching process.It is a new thinking based on the research of the existing teacher’s role solidification.It is also a new concept of teachers’critical thinking practice and cultural innovation practice,which reveals the innovative characteristics of teachers’knowledge critical discrimination and the reflective characteristics of teaching practice.For teachers who become critical practitioners of cultural innovation,culture is the logical starting point of their teaching,the examination of multicultural resources is the practical medium,and the cultivation of cultural purport is the educational purpose.Based on this,the construction of the identity of the innovative critical practitioner of teacher culture should adhere to the quality teaching,to realize the transformation of knowledge into wisdom;Based on knowledge generation logic,promote deep cultural learning;Cultivate meta-ability and realize physical and mental infiltration.

关 键 词：文化创新 审辨性实践者 教师专业成长 教师元能力 教师角色 

分 类 号：G434[文化科学—教育学]