教师为何要做研究——比较视野下“教师作为研究者”的价值定位探析  

Why Should Teachers Engage in Research?An Analysis of the Value Positioning of"Teacher as Researcher"from a Comparative Perspective

作　　者：刘誉 LIU Yu(Lab of Learning Sciences,Graduate School of Education,Peking University,Beijing 100871)

机构地区：[1]北京大学教育学院学习科学实验室,北京100871

出　　处：《比较教育研究》2025年第2期67-75,共9页International and Comparative Education

基　　金：北京市社会科学基金2023年度重点课题“生成式人工智能与教师发展研究”(项目编号:23JYA004)。

摘　　要：“教师作为研究者”是全球教育理论与实践中的焦点议题。近年来,我国中小学教师投身教育科研的热情持续升温,但在角色转变过程中面临诸多挑战,引发对“教师为何要做研究”的质疑和讨论。比较分析发现,中外学者对“教师作为研究者”的理解根植于不同的价值基础,中国境脉下的“教师作为研究者”是从教师专业性视角出发,偏向工具理性的认知;国外则更强调权力导向下教师通过研究打破垄断和实现自我赋权。尽管我国具有教师参与研究的文化和制度上的优势,但要进一步发挥教师研究的价值,需在专业服务与权力获得之间找到新的平衡点,加强对教师内在价值取向的关注,强调教师的主体性和能动性。"Teacher as Researcher"is a topic of significant interest in global educational theory and practice.In recent years in China,the enthusiasm for K-12 teachers'involvement in educational research has been growing.However,they face many challenges during the process of role transformation,which has triggered questions and discussions on"Why should teachers engage in research?"This comparative analysis finds that the understanding of"Teacher as Researcher"by Chinese and foreign scholars is rooted in different value foundations.In the Chinese context,the value of"Teacher as Researcher"is positioned from the perspective of teacher professionalism,emphasizing an instrumental rationality.In contrast,foreign scholars place greater emphasis on teachers breaking the monopoly of those in authority and achieving self-empowerment through research.Although China has cultural and institutional advantages in promoting teacher research,to further realize its value,it is necessary to reposition teacher research at the balance point between professional service and power acquisition.This includes enhancing attention to teachers'intrinsic value orientations and emphasizing their subjectivity and agency.

关 键 词：教师作为研究者 比较视野 教师角色 价值定位 

分 类 号：G451[文化科学—教育学]