镜室的映照——对合作探究群体生成实践性知识的探析

Reflection in the Hall of Mirrors: An Analysis of the Development of Practical Knowledge in a Collaborative Inquiry Group

一个以教育工作者为成员的合作探究群体在面对真实的教育困境时，如何通过对话探究生成实践性知识？研究发现：不论是教育研究者还是实践者都不能在掌握理论知识与实践经验后自动获得有关教育行动正当性与有效性的判断力；指向行动改变的学习要以他们原有心智模式浮现为前提，而这有赖于群体成员之间的相互激发。此外，“习惯性防御”普遍存在于群体中，成员对此必须有所警惕，并设法创设一个安全、宽松的学习氛围，以减少成员的防御。此类以行动科学作为理论基础的研究，不仅有助于促进教育工作者反思自身既存现况，以增加自己专业行动的有效性，而且能够为构建学习型组织提供理论与实践借鉴。

When a collaborative inquiry group composed of educators faces a true educational dilemma, how the members of the group develop their practical knowledge through dialogical inquiry? It is found that neither experienced educators nor education researchers can automatically obtain the judgment ability about the legitimacy and validity of education action. Learning aiming to change behaviors takes place only when the learners’ mental model emerges, and this depends on the exchange of ideas among group members. In addition, “defensive routine” exists among all kinds of groups, and members of the groups should be alert to it, and try to build a safe and relaxed atmosphere so as to reduce the defense. This kind of research based on action science can not only promote reflection by educators on the status quo to improve the effectiveness of their professional action, but also provide theoretical and practical reference for the establishment of learning organizations.