从“工具理性”到“实践理性”:中小学教师专业发展的范式超越
From Instrumental Rationality to Practical Rationality: Paradigm Transcendence of Teachers’ Professional Developmentin Primary and Secondary Schools
  
DOI:
中文关键词:  工具理性;实践理性;中小学教师;专业发展
英文关键词:instrumental rationality, practical rationality, teachers in primary and secondary schools, professional development
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作者单位
郑伟 山东师范大学 
张茂聪 山东师范大学 
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中文摘要:
      “工具理性”模式的中小学教师专业发展是以“效率”和“量化”为内核而构建的教师专业发展管理范式。目前遭遇到“发展目标重技艺轻价值、发展内容重移植轻本土建构、发展途径重外部驱动轻自主发展”等困境。“实践理性”模式作为一种关注生命、关注当下并自主自觉指导行动的存在,是全面审查“工具理性”模式流弊后的新范式,致力于凸显以“人”为逻辑生长点的教师专业发展目标导向,完善教师专业发展内容体系和构建专业学习共同体。
英文摘要:
      The “instrumental rationality” model of teachers’ professional development in primary and secondary schools is a management paradigm of teachers’ professional development based on “efficiency” and “quantification”. At present, it is confronted with the dilemma of emphasizing skills over value in terms of the development goals, emphasizing transplantation over local construction in terms of the development content, and emphasizing external driving over independent development in terms of the development approach. The “practical rationality” model is a new paradigm after a comprehensive review of the shortcomings of the “instrumental rationality” model. It pays attention to life and the present situation, and automatically directs the existence of action. Moreover, it focuses on highlighting the orientation of teachers’ professional development goals with “human” as the logical growth point, improving the content system of teachers’ professional development and building a professional learning community.
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