从工具理性到交往理性：教师专业发展研究范式转变之维

From Instrumental Rationality to Communicative Rationality: the Changing of Teacher Professional Development Studies Paradigm

教师专业发展研究的范式既是一种科学研究的范式，又具有人文社会科学所特有的人文性与实践性。本文以库恩的范式理论为分析框架，梳理了20世纪初至20世纪80年代末、90年代初传统工具理性指导下教师专业发展研究范式的不足，剖析了20世纪90年代以后交往理性指导下教师专业发展研究范式的优势，阐释了当下我国教师专业发展研究范式的积极探索，旨在呈现20世纪至今，国内外教师专业发展研究范式发展的清晰脉络。

The paradigm of teacher professional development studies is not only a science but also has the unique social sciences and humanities practicality. This paper is based on Kuhn's paradigm theory framework， reviewes the disadvantages of traditional instrumental rationality paradigm of teacher professional development studies from the early 20th century to the late 1980s，early 1990s analyzes the advantages of communicative rationality paradigm of teacher professional development studies from 1990s， presentes the current active exploration of teacher professional development studies paradigm in China， aiming at presenting the clear context of paradigm on teacher professional development studies both domestic and abroad since 20th century.