高等教育出版
熱門: 許庭嘉  林奇臻  吳清山  黃乃熒  孫志麟  丘愛鈴  
高等教育出版
首頁 臺灣期刊   學校系所   學協會   民間出版   大陸/海外期刊   政府機關   學校系所   學協會   民間出版   DOI註冊服務
閱讀全文
篇名
钟摆振动与介入转化—教师发展中教育理论与教师实践的关系审思
並列篇名
The Pendulum Vibration and Interventional Transformation: Rethinking Teacher Development Theory and Teaching Practice
作者 程良宏
英文摘要
Teaching practice and the related educational theory are important factors in teacher development, and their relationship has been a major concern. Some discussions on the relationship focus on the problem of pendulum vibration swinging to theory preference or practice preference,which has long been a resistance to teacher development,hence the practical doctrines and the theoretic doctrines in teacher development. According to the practical doctrines,teacher development mainly relies on the accumulation of individual experiences and learning from others. Only in this way can a teacher make proper decision to ensure the smooth process of educational activity; thus teacher development is a bottom – up way and practice preference. On the other hand,according to the theoretic doctrines,teacher development is a reflective action originating from a living subsistence. Under the constraints of his individual knowledge organization,daily focuses and thinking habits,it’s so hard for a teacher to create a universal development theory that he has to turn to educational theorist’s guidance to overcome the shortcomings of his experiences. In the long-standing conflict between“practical experience line”and“theoretic guidance line”,there appears in teacher development the phenomenon of pendulum swing. At times when the theoretic guidance line is prevailing,teaching practice tends to be underestimated by the educational theorists,causing the lack of subjectivity and agency in teacher development. Then,the values of teachers’practical experience are reexamined and refocused,and the theoretic guidance line could be reconstructed and surpassed. And the line of education theory preference gradually swings to the line practical experience preference. Studies show that the pendulum swing between practical experience and educational theory has caused the blind theoretical privilege or theoretical inferiority and submissive to the practice among educational theorists. This could lead to teachers’disorientation or resistance to the educational theory and turn to his experiences. So,it’s necessary to reexamine the relationship between educational theory and practical experience,which will help improve teacher development. In this article,the author argues that nowadays if the educational theorists expect educational theories to play an effective role in teacher’s practice,they must engage themselves in teachers’practical life,and generate new educational theories on the base of respect and understanding of teachers’practice. On the other hand,if teachers want to seek a better professional development,they must intervene in theorist’s theoretical life,and by learning educational theories and the reconstruction of practical theory,they can improve their theoretical practice.
起訖頁 057-061
關鍵詞 教师发展教育理论教师实践钟摆振动介入转化teacher developmenteducation theoryteacher practicependulum vibrationinterventional transformation
刊名 華東師範大學學報(教育科學版)  
期數 201603 (34:1期)
出版單位 華東師範大學
DOI 10.16382/j.cnki.1000-5560.2016.01.008  複製DOI
QR Code
該期刊
上一篇
论分立知识视野中的教师知识
該期刊
下一篇
教育公平视角下流动儿童受教育质量的性别差异研究———以上海市小学为例

高等教育知識庫  閱讀計畫  教育研究月刊  新書優惠  

教師服務
合作出版
期刊徵稿
聯絡高教
高教FB
讀者服務
圖書目錄
教育期刊
訂購服務
活動訊息
數位服務
高等教育知識庫
國際資料庫收錄
投審稿系統
DOI註冊
線上購買
高點網路書店 
元照網路書店
博客來網路書店
教育資源
教育網站
國際教育網站
關於高教
高教簡介
出版授權
合作單位
知識達 知識達 知識達 知識達 知識達 知識達
版權所有‧轉載必究 Copyright2011 高等教育文化事業有限公司  All Rights Reserved
服務信箱:edubook@edubook.com.tw 台北市館前路 26 號 6 樓 Tel:+886-2-23885899 Fax:+886-2-23892500