摘要
教育经验是乡村教师解决实践问题的重要钥匙,是其"理论实践化"和"实践理论化"专业发展路径的重要资源,是其探寻教育意义世界的中介。但教育经验盲从容易造成教育行为的低效性、保守性和从众性,唯有改造和升华教育经验才能更好地促进乡村教师专业发展。教育经验局限性的自我识别、经验反思属性的持续强化、经验显性化之后的群体研讨、理论素养提升与哲学之思根基的建立等都是乡村教师教育经验改造和专业发展的路径选择。
Educational experience is an important key for rural teachers to solve practical problems and an important resource for professional development based on the path of ＂theoretical practicalization＂ and ＂practical theorization＂. It also is an intermediary for teachers to explore the meaning of the education world. But following experience blindly will lead to the inefficiency, conservatism and conformity of educational behavior. The transformation and sublimation of educational experience can better promote the professional development of rural teachers. Teachers＇ self-recognition of the limitations of educational experience, the continuous strengthening of the reflective attribute of experience, the group discussion after the dominance of the educational experience, the promotion of the theoretical accomplishment and the establishment of the philosophical thought as foundation are the paths of educational experience reformation and professional development of the rural teachers.
作者
赵永勤
Zhao Yongqin(Institute of Teachers Education,China West Normal University,Nanchong 63700)
出处
《教育发展研究》
CSSCI
北大核心
2018年第20期49-54,共6页
Research in Educational Development
基金
西华师范大学英才基金项目"基于发展需求与外部支持的农村教师精准培训研究"(17YC172)的部分成果
关键词
教育经验
改造
乡村教师
educational experience
reform
rural teacher
