论教师作为研究者的内涵：教师研究性思维的运用

Teachers as Researchers: The Use of Research Thinking

教师作为研究者的内涵究竟是什么,教师作为研究者并不是让教师和专业的研究者那样去做研究、出研究成果,教师作为研究者的内涵实质在于教师研究性思维的养成和运用。实证研究和实践探究作为教师研究性思维养成的方法,都可以统一到杜威提出的科学思维方法上来,两者都需要教师在个人实践经验中产生困惑和问题,进而提出假设,进行反思、实验,更新教学观念,改进教学行为,获得教学专业发展的自主性,最终促进学生智识的发展。

This paper clarifies the meaning of teachers as researchers. It argues that teachers being researchers does not imply the need for teachers to do research and make research achievement as profession al researchers. The nature of teachers being researchers lies in the cultivation and use research thinking. The empirical study and the practical exploration are two approaches for teachers to learn research thinking. These two approaches can reach consistence in John Dewey’s idea of the scientific method of intelligence. Both approaches require teachers find research questions in their practice, raise assumptions and make reflections and experiments. In this way, teachers can update their thoughts, improve the teaching and gain the autonomy of the professional development. Ultimately, it can improve the intelligence of students.