在做什么，抑或知道在做什么———教师的前提性反思的危机与重建

Doing What，or Knowing What to Do: Crisis and Ｒeconstruction of Teachers' Premise Ｒeflection of Educational Activities

“在做什么”，是在常识、熟知、甚至自明的范围中对行为的考虑与回答。一般而言，这种考虑和回答能促使教师不断地提高自己的业务能力，反思自己行为的实效;但它并不引起教师对自己行为本身更多的反思。熟知、常识和自明并不等同于真知与明晓，却往往包含着“无知”。“知道在做什么”，是对自我行为本身的一种艰苦地思索，是为了真正的知道和正当地行为，表现为对熟知、流行、常识的教师行为观念的批判与反思。这是一种教师的前提性反思。它意味着教师必须具有清醒的自我批判意识，反省自己行为所隐含的“无意识的前提”，理性地抵制自己成为一个积极的、无思的共谋者。但是，教师教育对效率、手段、专门化以及科学化教育理论的过度强调使其出现了危机:前提性反思变得既不必要又无可能。重建教师前提性反思，教师需要做好一种知识的准备，即在学习和教育教学实践中努力探寻并赢得关于人、幸福以及教育的整体性知识。基于此，教师教育亦是一种通识教育。

To reflect on“Doing what”is to consider on the routine educational activities for a teacher． This reflection and thinking is beneficial for teachers to improve their capabilities and to understand the effects of their action; but it is not valuable for in-depth reflectivity because“familiarity”“common sense”and “self-evidence”might mean ignorance and can not lead to know the truth． “Knowing what to do”is self-reflection on one’s“familiarity”，“common sense”and critical thinking on one’s action and views in order to know the reality and to behavior appropriately． This is a kind of premise reflection． It means that the teachers should hold self-critique spirit and reflect on the“unaware premise”of their action，struggle rationally to avoid falling into an active conspirator． Meanwhile，the overemphasis on efficiency，specificity and instruments and the dominance of scientific rationale has caused crisis of teacher education． To reconstruct teachers’ premise reflection，teachers should be well prepared with integrative knowledge of human-being’s happiness and full development． In this sense，teacher education is similar to liberal education．