摘要
由于长期存在的理论与实践两张皮现象,我国的中小学教师对学术界的研究心存疑惑,对自己是否需要做研究也不甚明了。本文从三个方面探讨'教师为什么要做研究'这一议题。第一,教师工作是一种'实践',最需要形成超越理论与实践二分、具有高度反思性的'实践性知识'。第二,如果教师以一种'研究'的心态从事工作,将有利于生成和发展其'实践性知识'。第三,最适合教师的研究取向是行动研究,教师可以采用质性方法,与外来研究者跨界合作,针对工作中遇到的问题开展研究,进而提高反思意识和能力、丰富实践性知识、获得专业成长。
Because of the long-standing phenomenon of deviation between theory and practice,primary and secondary school teachers in our country are doubtful about the academic research and whether they need to do research.This paper discusses the issue of'why do teachers do research'from three aspects.Firstly,teachers’work is a kind of'practice',which needs to form a highly reflective'practical knowledge'that transcends the dichotomy between theory and practice.Secondly,if teachers work in a'research'mentality,it will be conducive to the generation and development of their'practical knowledge'.Thirdly,the most suitable research orientation for teachers is action research.Teachers can adopt qualitative methods,cooperate with outsider researchers across borders,and carry out research on problems encountered in their work,to improve their reflective consciousness and ability,enrich practical knowledge and achieve professional growth.
作者
陈向明
Chen Xiangming(College of University,Peking University,Beijing 100871;Shanghai Municipal Institute for Lifelong Education,East China Normal University,shanghai 200062)
出处
《教育发展研究》
CSSCI
北大核心
2019年第8期67-72,共6页
Research in Educational Development
基金
北京大学基础教育研究中心资助
关键词
教师作为研究者
行动研究
质性研究
实践性知识
反思
专业成长
teacher as researcher
action research
qualitative research
practical knowledge
refection
professional growth
