摘要
国际教师专业学习受“过程—结果”线性论、理论应用型等“树状思维”的宰制,集中表现为陷入人类中心主义的思维困境。德勒兹后批判人文主义理论提出的聚集、块茎思维与线喻理论为重构教师专业学习思维与实践路径提供了理论支持,有利于打破教师专业学习的二元对立、静止、割裂的思维模式,寻求思维活动的连续性、多元化、异质性。教师专业学习因此面临三方面的视角转变:在本体论层面,教师专业学习被视为一种涉及多种要素的、高度中介的“人类共存主义”活动;教师专业学习活动不仅是一种存在,更是一种生成,具有政治性和情境性特征;规避克分子线的束缚,运用分子线和逃逸线进行教学活动创新。
At present,teachers’professional learning in the world is dominated by the“tree thinking”such as“process-result”linearity and theoretical application,which is concentrated on the thinking dilemma of anthropocentrism.Deleuze’s post critical humanism theory provides a theoretical reference for examining the current plight of teachers’professional learning practice and its future development.The theory of assemblage,rhizomatic thinking,and line metaphor proposed by Deleuze provides a theoretical treasure trove for reconstructing teachers’professional learning and its practical paths,which is conducive to breaking the binary opposition,stillness,and fragmentation of thinking patterns in teachers’professional learning,and seeking the continuity,diversity,and heterogeneity in thinking activities.Therefore,teachers’professional learning will achieve three perspectives:At the ontological level,teacher professional learning will be seen as a highly mediating“human coexistence”activity involving multiple elements;Teachers’professional learning activities are not only a form of existence,but also a form of generation,with political and situational characteristics.Avoiding the constraints of molar lines and utilizing molecular lines and lines of flight for innovative teaching activities becomes significantly important.
作者
祝刚
徐国兴
林琦
史可媛
ZHU Gang;XU Guoxing;LIN Qi;SHI Keyuan(Faculty of Education,East China Normal University,Shanghai,200062,China)
出处
《开放教育研究》
CSSCI
北大核心
2023年第3期79-85,共7页
Open Education Research
基金
国家社科基金课题高校思想政治理论课研究专项“师范生师德培养长效机制构建研究”(22VSZ041)。
关键词
后批判人文主义
教师专业学习
聚集
块茎思维
线喻理论
Post-critical humanism
teachers’professional learning
assemblage
rhizomatic thinking
line metaphor theory
作者简介
祝刚,哲学博士,副教授,华东师范大学国际与比较教育研究所,华东师范大学杜威教育思想研究中心副主任,研究方向:高等教育经济学、教育政策比较、比较教育理论、教师伦理、美国教育改革政策等(gzhu@iice.ecnu.edu.cn);徐国兴,教授、博士生导师,华东师范大学高等教育研究所,研究方向:教师教育;林琦,博士研究生,华东师范大学教育学系,研究方向:教师教育;史可媛,硕士研究生,华东师范大学国际与比较教育研究所,研究方向:比较教师教育。
