中国社会文化视角下大学教师的实践理性研究

A Study on the University Teachers’ Practical Reasoning from the Chinese Socio-Cultural Perspective

教育理论与实践的脱节问题要求我们关注教师自身的实践理性，通过加深对教师思维与行动的认识来更好地推动教育改革的落实。本研究采用质性方法分析了某重点大学的教师在工作中所面临的冲突话语及其解决方略，并将他们行动背后的实践理性与中国社会文化传统进行了关联。在对教师群体资料分析的基础上，重点呈现了一名大学教师实践理性的表征样态，即整合、中道和权衡，以期作为了解和理解中国大学教师专业实践的一个镜像。研究发现，教师的实践理性与其所生长的中国文化传统和现实社会场域之间存在勾连。如果我们借用中国文化和本土心理学的研究成果，可以更加深入地描画出中国大学教师实践理性背后的社会文化逻辑。

The divide between theory and practice in education evokes us to pay more attention to teachers' own practical reasoning. Getting a deeper understanding of teachers' thinking and action will lead to more effectiveness of education reform. Using the qualitative research method, this study analyzed the conflict discourse at work faced by university teachers from a key university and the coping strategies, and made a connection between their practical reasoning behind action and the Chinese socio-cultural tradition. Based on the data analysis of these teachers, this article mainly presents the representation of the practical reasoning of one Chinese university teacher, that is, to integrate, moderate and weigh to create a mirror image of the professional practice of Chinese university teachers. The study found that the teacher's practical reasoning was associated with the Chinese cultural tradition and the current societal realm where she lived in. A reference to the research in the fields of Chinese culture and folk psychology would lead to an in-depth portrait of the socio-cultural logic behind Chinese university teachers' practical reasoning.