教师发展的行动意蕴与内涵——基于阿伦特行动理论的视角  

Action Implications and Connotations of Teacher Development:From the Perspective of Arendt's Action Theory

作　　者：王志鹏 刘旭东[1] WANG Zhipeng;LIU Xudong(College of Education Science,Northwest Normal University,Lanzhou 730070,China)

机构地区：[1]西北师范大学教育科学学院,甘肃兰州730070

出　　处：《教师教育学报》2025年第1期38-46,共9页Journal of Teacher Education

基　　金：教育部人文社会科学研究专项任务项目“中国化教育学话语体系构建研究”(24JD710016),项目负责人:刘旭东;教育部师德师风建设基地(西北师范大学)一般项目“中国传统师德思想的当代价值与传承路径研究”(2024SDSF07),项目负责人:王志鹏。

摘　　要：教师发展强调教师作为具体而丰富的人的整体性发展,旨在促使教师教育重新聚焦教师生命本身。阿伦特的行动理论是立足于人的生命本身来理解行动的,并从自成目的、相互砥砺、主动探究三个维度阐明了行动的核心内涵,凸显了行动之于人的生命成长的独特价值,为从生命本身出发来把握教师发展的行动意蕴提供了重要启示。彰显行动意蕴的教师发展是合乎教师精神本能的自成目的性的活动,也是与环境的改变相契合的相互砥砺的过程,还是构成日常教育生活不可或缺的主动探究活动。以往受工具理性教育思维、程序化教育模式以及现代性教育理论的制约,教师发展往往被视为日常教育生活之外的附加性活动,其行动意蕴被遮蔽。在当前教师教育追求高质量发展的时代背景下,需要重新发掘行动的意义,以推动教师发展回归日常教育生活。为此,要关注日常教育生活中的教师改变,展现教师发展的真实样态;加强日常教育生活中的人际交往和沟通,拓展教师发展的时空边界;聚焦日常教育生活中的问题解决,促进教师在教育研究中获得发展。Teacher development emphasizes the holistic development of teachers as specific and rich individuals,aiming to refocus teacher education on the lives of teachers themselves.Arendt's action theory understands action based on human life itself,elucidating the core connotations of action from three dimensions:self-purpose,mutual refinement,and active exploration.It highlights the unique value of action in human growth and provides important insights for grasping the action implications of teacher development from the perspective of life itself.Teacher development that embodies the implications of action is a self-purposeful activity that aligns with teachers'spiritual instincts.It is a process of mutual refinement that fits environmental changes and an indispensable active exploration activity that constitutes daily educational life.In the past,constrained by instrumental rational educational thinking,programmed educational models,and modern educational theories,teacher development was often seen as an additional activity outside of daily educational life,and its action implications were obscured.In the current era of pursuing high-quality development in teacher education,it is necessary to rediscover the meaning of action to promote the return of teacher development to daily educational life.Therefore,we should focus on teachers'changes in daily educational life,highlighting the true state of teacher development;Strengthen interpersonal communication and interactions in daily educational life,expanding the temporal and spatial boundaries of teacher development;and focus on problem-solving in daily educational life,promoting teachers'development through educational research.

关 键 词：教师发展 教师专业发展 汉娜·阿伦特 行动理论 教师教育 教师改变 

分 类 号：G451[文化科学—教育学]