实践型教师教育者学习转化力的困境及破解  

The Dilemma and Solutions of Practice-oriented Teacher Educators’ Learning Transformation Ability

作　　者：贾思彤 毛菊[1] Jia Sitong;Mao Ju(Xinjiang Normal University)

机构地区：[1]新疆师范大学教育科学学院,乌鲁木齐830017 [2]新疆师范大学继续教育学院,乌鲁木齐830017

出　　处：《当代教育科学》2024年第10期64-71,共8页Contemporary Education Sciences

基　　金：新疆维吾尔自治区社科基金项目“南疆县域城乡义务教育师资配置的空间分异与优质均衡发展研究”(项目编号:2024BJYX147);2024年新疆维吾尔自治区研究生教育创新计划项目“新疆义务教育阶段乡村教师学习能动性研究”(项目编号:XJ2024G206);2024年新疆维吾尔自治区研究生教育创新计划项目“边境县‘国门学校’铸牢中华民族共同体意识的空间生产研究”(项目编号:XJ2024G203)的研究成果之一。

摘　　要：实践型教师教育者是一线教师专业发展依托的重要群体。学习转化力是实践型教师教育者能力与素养不断迈向深入发展的关键能力,它由“既有经验转化力、学习成果转化力和理论与实践双向转化力”三个核心要素组成。学习转化力对实践型教师教育者进行自我建构、走向知识生产、成为教师的“重要他人”具有重要价值。然而,现实中实践型教师教育者学习转化力存在以下主要问题:经验转化难、知识向能力转化难、经验思维向理论思维转化难。基于此,应以“影响循环”的理念,“情境化”和“跨界联盟”的方式培育实践型教师教育者的学习转化力。Practice-oriented teacher educators is an important group relied upon for the professional development of front-line teachers.Learning transformation ability is the key force for practice-oriented teacher educators’to develop their abilities and literacy.It consists of three core elements:“existing experience transformation abilities,learning achievement transformation ability,and two-way transformation ability of theory and practice”.Learning transformation ability is of great value to practice-oriented teacher educators in their self-construction,knowledge production and becoming“important others”of teachers.However,in reality,it is found that the learning transformation ability of practice-oriented teacher educators has the following main problems:the transformation of empirical knowledge is difficult,the transformation from knowledge to ability is difficult,and the transformation from empirical thinking to theoretical thinking is difficult.Based on this,the concepts of“influence cycle”,“contextualization”and“cross-border alliance”should be established to cultivate the learning transformation ability of practice-oriented teacher educators.

关 键 词：实践型教师教育者 学习转化力 培育策略 

分 类 号：G655.1[文化科学—教育学]