教师培训如何逾越理论与实践之间的鸿沟  

How Could Teacher Training Bridge the Gap Between Theory and Practice?

作　　者：周序[1] 王卉 Zhou Xu;Wang Hui(Faculty of Education,Beijing Normal University,Beijing 100875,China)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《教育科学》2024年第4期67-72,共6页Education Science

基　　金：教育部人文社会科学研究规划基金项目“教学活动机制与中小学课堂教学改革研究”(项目编号:18YJA880020)。

摘　　要：长期以来,教师培训当中理论知识与实践案例之间存在着巨大的鸿沟。一线教师往往对培训所传授的理论知识不感兴趣,但培训若仅停留于对案例经验的介绍,则对一线教师的专业水平提升又帮助不大。解决这一问题的关键在于让理论和实践“相互进入”,即培训专家要主动进入实践当中,并带领和帮助一线教师进入理论当中。这种“相互进入”,可以通过“两次跨越”的机制来实现。培训专家需要从理论跨越到实践当中,从而根据理论知识来有针对性地筛选相关的培训案例;再从案例出发带领受训教师跨越回到理论当中,引导教师逐步理解隐藏在案例背后的理论知识。如是,则有望逾越教师培训当中理论与实践之间的鸿沟。For years there has been a giant gap between theoretical knowledge and practical cases in teacher training.Frontline teachers are often not interested in the theoretical knowledge imparted by training,but if the training only stays at the introduction of case experience,it will not help improve the professional level of frontline teachers.The crucial solution to this problem lies in the“interaction”between theory and practice,which refers to training experts to practice initiatively and then lead teachers to theory.This mutual entry can be achieved through the“double leap-over”mechanism.Training experts need to leap from theory to practice,so as to select relevant training cases in a targeted manner based on theoretical knowledge;then lead the trainees to leap back to theory based on the cases,and guide teachers to gradually understand the theoretical knowledge hidden behind the cases.In this way,it is expected to overcome the gap between theory and practice in teacher training.

关 键 词：教师培训 理论 实践 “两次跨越” 

分 类 号：G710[文化科学—职业技术教育学]