行动理论视域下的教师合作  

Teacher Collaboration from the Perspective of Action Theory

作　　者：李丽花 LI Li-hua(College of Education Science,Northwest Normal University,Lanzhou 730070,Gansu)

机构地区：[1]西北师范大学教育科学学院,甘肃兰州730070

出　　处：《当代教师教育》2024年第2期33-40,共8页Contemporary Teacher Education

基　　金：2023年度国家社会科学基金教育学西部项目(BAX230342)。

摘　　要：行动是人与人之间以言说为媒介、直面相对并彼此影响的活动。积极性与主动性、差异性与多元化、批判反思和实践智慧是行动的鲜明特征,教师合作具有强烈的行动意蕴。受技术理性思维影响,教师合作的行动品格被遮蔽,阻碍了教师个体和群体的成长与专业发展。为此,教师合作应彰显教师合作的主体间性,以激发教师合作的积极性和主动性;构建多元化教师合作的公共领域,提升教师沟通交往的意识和能力;秉持“问题导向”的思维方式,增强教师合作的批判反思意识和能力;引导教师回归日常教育生活开展研究,进而丰富教师合作的实践智慧。Action is a face⁃to⁃face activity between people intending to influence each other using words as the medium.Action features enthusiasm,initiative,diversity,critical reflection,and practical wisdom.Teacher collaboration strongly connotes action.The action⁃oriented nature of teacher collaboration is obscured by technical rationality,which hinders the growth and professional development of individual teachers as well as the entire teaching force.Therefore,teacher collaboration should highlight inter⁃subjectivity to stimulate teachers'enthusiasm and initiative.It should build a diversified public sphere for teacher collaboration to enhance teachers'awareness and ability to communicate and interact.Upholding a problem⁃oriented mindset to enhance teachers'critical reflection awareness and ability to collaborate and guide teachers to return to the routine teaching practice to conduct research so as to enrich the practical wisdom in teacher collaboration.

关 键 词：行动理论 教师合作 教师专业发展 公共领域 

分 类 号：G40[文化科学—教育学原理]