教 可教吗？——教师教育理论前提的哲学反思

Can Teaching be Taught? The Philosophical Reflection on the Theoretical Premise of Teacher Education

“教”不可教，表现为：有些教师无需受教而会“教”，甚至比受教的教师更会“教”；大多数受教的教师确实会“教”，但难说是受教的结果。“教”不可教，理由是：“教”是实践智慧，而能教的是理论知识；“教”基于“教育观念”，而能教的是“关于教育的观念”；“教”是“能力之知”，而能教的是“命题性知识”；“教”内含缄默知识，而能教的是显性知识；“教”是反思性实践，而能教的是技术性实践；“教”需要机智，而能教的是知识。“教”虽不可教，但却受其影响，可间接教育。“教”不可教，启示是：应采用广义的课程概念；应强化实践课程；应重建理论课程概念。

Teaching cannot be taught. This is demonstrated by the facts that many teachers can teach without receiving teacher education and they even can teach better than those who received teacher education; and most of the teachers who received teacher education can teach， but it is difficult to accredit this to teacher education. The reasons of teaching cannot be taught lie in that teaching is the wisdom of practice， but what can be taught to teachers in teacher education is theoretical knowledge;teaching is based on teaching concepts， but what can be taught is the ＂concept about edueation＂ ; teaching is ＂know-how＂ ， but what can be taught is ＂know-what＂ ; teaching includes tacit knowledge， but what can be taught is overt knowledge; teaching is reflective practice， but what can be taught is technical practice; teaching needs tact， but what can be taught is knowledge. Although teaching cannot be taught， teacher education can in- fluence teaching in an indirect way. The implication is that we should adopt the broader definition of curriculum， strengthen practical curriculum and reconstruct the concept of theoretical curriculum in teacher education.