教师学习机制的社会建构主义诠释
The Interpretation of Teacher Learning in the Perspective of Social Constructivism
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摘要: 新课程改革的背景和终身学习的思潮凸显了教师学习与发展的重要性,这就要求对教师学习的机制进行深入研究,并将其建立在新型学习理论的基础上。根据社会建构主义学习理论的基本观点和维果茨基空间的基本框架,可以将教师学习分为内化、转化、外化和世俗化等四个主要阶段。从其具体机制来看,还可以从观念、行为和交往三个维度,将教师学习理解成为“用”中学、“探”中学和合作中学的过程。这种机制探讨的过程实际上也是揭示当前教师学习中常见弊病的过程。1) H. Daniels, Vygotsky and Pedagogy, London: RoutledgeFalmer, 2001, pp.50.2) H. Daniels, Vygotsky and Pedagogy, London: RoutledgeFalmer, 2001, pp.98.3) L. S. Vygotsky, The Development of Higher Forms of Attention in Childhood. In J. V. Wertsch (Ed.), The Concept of Activity in Soviet Psychology. Armonk, N.Y.: Sharpe, 1981, p.163.4) L. S. Vygotsky, Research Method. In R.W. Rieber (Ed.), History of the Development of the Higher Mental Functions, Vol. 4, Collected works (pp.27-63). New York: Plenum, 1997, p.62.5) J. Lave. & E.Wenger, Situated Learning: Legitimate Peripheral Participation, Cambridge: Cambridge University Press, 1991, p.93.6) 宁虹、杨小微等:《实践意义与深度介入:“U-S”合作的京沪对话》,《基础教育》2010年第2期。7) [法]皮埃尔·布迪厄, [美]华康德:《实践与反思:反思社会学导引》,李猛、李康译,北京:中央编译出版社,2004年,第352页。8) R. Harré, Personal Being: A Theory for Individual Psychology, Mass: Harvard University Press, 1984, p.107.9) J. Calderhead & P. Gates (ed.), Conceptualizing Reflection in Teacher Development, London: the Falmer Press, 1993, p.159.10) M. Hedegaard, Learning and Child Development: A Cultural-Historical Study, Aarhus: Aarhus University Press, 2002, p.41.11) D.P. Ausubel, Educational Psychology: A cognitive view. New York: Holt, Rinehart & Winston, 1968, p.24.