先成后证:作为信念的名师教学主张之证成逻辑  

First Establishment,Then Certification: The Logic of Proving the Teaching Proposition of Renowned Teachers As Beliefs

作　　者：刘洪祥 LIU Hongxiang

机构地区：[1]闽江学院教师教育学院,福州350108

出　　处：《中国人民大学教育学刊》2025年第1期155-167,共13页Renmin University of China Education Journal

基　　金：闽江学院2023年教育教学改革重点项目(MJUJG2023A037)。

摘　　要：教学主张是指教师主体对于如何开展教学行动所持有的见解和观点,它是名师教学的内核和品牌,表征着名师的教育教学信念。作为信念的名师教学主张并非自然天成,而是需要不断证成,遵循一套证成逻辑。在名师培养的语境内,名师教学主张的证成,应至少历经“先成后证”的三重逻辑:经验到信念不断升华的意向逻辑、个体到整体持续敞开的结构逻辑、自证到他证寻求共识的过程逻辑。它们共同支撑起名师教学主张的证成逻辑体系,使名师对自己教学主张达成认识与理解,并在变化多样的教学实践中不断更新、丰富,实现不断成长。Teaching proposition refers to the insights and viewpoints held byteachers on how to carry out teaching actions. It is the core and brand of teaching of renowned teachers, and represents the teaching beliefs of renowned teachers. The teaching propositions of renowned teachers as beliefs are not natural, they need to be continuously justified and follow a set of justification logic. In the language of the renowned teacher training, the justification of the teaching proposition of a renowned teacher should at least go through the triple logic of “ the result obtained after proof”: the intentional logic of continuous sublimation from experience to belief, the structural logic of continuous openness from the individual to the whole, and the process logic of seeking consensus from the self-evidence to other proof, which together support the justification logic system of the famous teachers' teaching propositions, and promote famous teachers to constantly update and enrich their knowledge and understanding of their own teaching propositions in the varied teaching practices, and finally promote the continuous growth of the renowned teachers.

关 键 词：名师培养 信念意向 教学主张 证成逻辑 

分 类 号：G420[文化科学—课程与教学论]