| 实证与诠释：教师继续教育的两种视角 |
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| 引用本文： | 刘飞.实证与诠释：教师继续教育的两种视角[J].成都教育学院学报,2010,24(9):16-18. |
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| 作者姓名： | 刘飞 |
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| 作者单位： | 西南大学,重庆,400715 |
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| 摘 要： | 教师继续教育由于教师知识观的不同,存在实证和诠释两种倾向。现存的教师继续教育具有较强的实证取向,其基点在于教师知识,而忽视了教师个体的经验。对教师知识的观念的转变要求教师的继续教育也要从实证理念的模式转向知识诠释理念的模式,故相应地在教师继续教育的理念上需要更新,要破除研究者与教师之间互不信任的不平等的状态,同时也需要通过教育叙事,以及不同个体之间的合作与交流等方式提升教师的实践知识与经验,从而促进教师的专业成长。
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| 关 键 词： | 实证主义 知识诠释主义 教师知识 个体经验 |
Empirical Study and Interpretation:Two Perspectives of Teachers' Continual Education |
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| LIU Fei.Empirical Study and Interpretation:Two Perspectives of Teachers' Continual Education[J].Journal of Chendu College of Education,2010,24(9):16-18. |
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| Authors: | LIU Fei |
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| Institution: | LIU Fei(Southwest University,Chongqing,400715,China) |
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| Abstract: | There are two kinds of polarities about teacher's continual education-empirical study and interpretation because of the different teacher knowledge.The existing continuous education of teachers has strong empirical orientation,and the basic point of it is teacher knowledge,while ignoring the experience of individual teachers.The concept change of teacher knowledge demands the teacher's continuing education to shift from empirical model to knowledge interpretation model and eliminate the state of inequality ... |
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| Keywords: | positivism knowledge interpretation teacher's knowledge individual experience |
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