批判性、实践性和生成性:反思型教师的成长逻辑  

Criticism,Practicality and Generativity:The Growth Logic of Reflective Teachers

作　　者：陈华仔 刘铁芳 CHEN Hua-zai;LIU Tie-fang(School of Elementary Education,Hunan First Normal University,Changsha 410205;School of Educational Science,Hunan Normal University,Changsha 410081,China)

机构地区：[1]湖南第一师范学院初等教育学院,湖南长沙410205 [2]湖南师范大学教育科学学院,湖南长沙410081

出　　处：《教师教育研究》2023年第5期35-42,共8页Teacher Education Research

基　　金：湖南省哲学社会科学基金项目“价值多元化背景下榜样教育的类型化研究”成果(项目编号:18YBA111)。

摘　　要：在多元化时代,面对多样化学生的需求,教师必须成为反思型思考者。对于反思型教师成长内涵和特性的认识经历了一个逐步深入的演进过程,主要分为三个逻辑发展阶段:其一以杜威为代表,强调批判性是反思型教师的起点和内在动力,教师要学会进行批判性思考,养成批判性检查和探究的习惯;其二以舍恩为代表,主张实践性是反思型教师的基础,教师实践的本质不仅仅是技术,更是艺术,教师实践的独特性要求反思型教师应成为实践智慧者;其三以波尔为代表,认为生成是反思型教师的最终目的,教师通过生成性教育实践最终获得变革性学习能力和创造性品质。In the era of diversity,teachers must become reflective thinkers in the face of diverse students’demands.Understanding the contents and features for reflective teachers,experienced a gradual in⁃depth historical evolution process,mainly divides into three logical stages of development:one is represented by Dewey,emphasizing the criti⁃cal is the starting point of reflective teachers and intrinsic motivation,the teacher wants to learn to think critically,get into the habit of critical inspection and explore;The second is represented by Schon,who advocates that practice is the basis of reflective teachers.The essence of teacher practice is not only technology,but also art.The uniqueness of teacher practice requires reflective teachers to become practical wisdom.The third is represented by Ball,who holds that generation is the ultimate goal of reflective teachers,and teachers eventually acquire transformative learning ability and creative quality through generative education practice.

关 键 词：反思型教师 批判性 实践性 生成性 

分 类 号：G451[文化科学—教育学]