摘要
教师个人教育哲学彰显着教师独立、自主的人格,它既是一种基于经验与理论双向互动的建构,也是一种蕴含着多要素且呈现层级关系的复合体。然而,当下的教师个人教育哲学却存在着"我言非我思"的失语、因袭经验或照搬理论的偏狭与跟风弄潮、流于形式的无根等弊端。因此,重构教师个人教育哲学则需自我觉醒,做个思想者;直面问题,做个研究者;彰显个性,做个创新者。
Teacher＇s personal philosophy of education means teacher＇s independent and autonomous character. It is the construction based on the interaction of experience and theory, and is also the complex which includes many factors. However, teacher＇s personal philosophy of education has such following shortcomings as ＂what I say is not what I think＂, defidency based on experience or theory and formalism of discourse. In order to reconstruct teacher＇s personal philosophy of education, teachers should awaken themselves and become thinkers, face the problems and become researchers, and strengthen their own personality and become creators.
出处
《课程．教材．教法》
CSSCI
北大核心
2015年第8期105-111,共7页
Curriculum，Teaching Material and Method
基金
教师教育国家级精品课程资源共享课立项建设课程"小学教师培养课程:教育哲学"(教师厅函[2013]2号)
关键词
教师
个人教育哲学
teacher
personal philosophy of education
作者简介
李润洲，1965年生，男，山东聊城人，浙江师范大学教师教育学院教授，博士，主要从事教育哲学、教师教育研究。
