评科萨根的现实主义教师教育理论

Understanding Fred Korthagen’s Realistic Teacher Education

科萨根用“实践智慧”取代了“理论知识”作为现实主义教师教育的认识论基础，主张师范生的培养以发展实践智慧为目的。借鉴格式塔心理学、认知建构主义和人类学情境学习理论，科萨根提出了“三层次”学习理论作为现实主义教师教育的理论基础。科萨根积极倡导一种新的教师教育学，即帮助师范生在经验与反思中学习教学。

Fred Korthagen distinguished Aristotle’s c onception of phronesis and Plato’s conception of episteme, and took phronesis as the epistemology of realistic teacher education, which made it possible to approach the goal of linking practice and theory. Building on Gestalt psychology, cognitive constructivism and situated learning theory of anthropology, Fred Korthagen proposed a 3-level model of learning which came into being the theoretical base of realistic teacher education. Learning from concrete experience and reflection were identified as the pedagogy of teacher education.