摘要
教师发展观不仅影响着教师如何工作,影响着教师对其职业的态度和信念,而且也决定了人们对该职业所需的核心“知能”的认识与理解。舍恩主张的“理论与实践循环互动”的发展观消解了传统教师专业发展中理论与实践的二元对立,他提出的教师即“反思性实践者”有助于使教师从传统的“技术性实践”和“操作主义”的束缚和支配中解脱出来,为教师创造力的释放开辟了广阔的天地。
The teacher＇s viewpoint on development will influence not only his work, his attitude towards and faith in his profession but also decides people＇ s realization and understanding of the core ＂knowledge and ability＂ required for that profession. The viewpoint of development based on the ＂circular interaction of theory and practice＂ proposed by Schon. D clears up the opposition between theory and practice in the traditional professional development of teachers. The teacher being designated as ＂the reflective practitioner＂ will he helpful for the teacher to free himself from the traditional chain of ＂technical practice＂ and ＂operationism＂ and will open up a vast field for the teacher to release his creativity.
出处
《贵州教育学院学报》
2006年第5期8-11,共4页
Journal of Guizhou Educational College(Social Science Edition)
关键词
教师教育
反思性实践者
技术性实践
理论与实践的循环互动
Education of Teachers
Reflective Practitioners
Technical practice
Circular Interaction of Theory and Practice
作者简介
李建年，男，贵阳人，毕业于西南师范大学，现为贵州教育学院教育管理系讲师。
