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摘要: 教师在学校教育场景与家庭、社区等日常生活场景中可能获得多种教育经验。从这些经验中学习即经验性学习是教师学习的一种重要形式,它是教师建构个人教育知识、学会教学的重要途径。经验性学习有两种,一是自发的经验性学习,它可用三个心理学原理加以解释,其所以能增长知识,是有赖于外部影响和主体行动的;一是自觉的经验性学习,它的主要措施是经验反思与经验重建。1) 教师学习的另一种重要形式是理论性学习,即学习教育教学理论。2) 历史上,不少思想家对经验及其意义做了充分阐释,而经验主义哲学家们更是把经验的作用推崇到无以复加的地步。关于经验的作用,可以引用的名言有:“经验是知识的唯一来源”(洛克),“经验是一切可靠知识的母亲”(达芬奇),“教育即经验的不断改造”(杜威),等。3) D. A. Kolb,The Process of Experiential Learning,in M. Thorpe,et al. (1993). Culture and Process of Adult Learning,Routledge. pp. 138—155.科尔伯的这句话与杜威的名言“教育即经验的不断改造”一样表达了经验的意义。4) 体验当然还有其它特征,如有研究者概括的个人性和缄默性。5) 在家庭和社会生活中存在一些表现为教育习俗的民间教育知识。6) 在此,需要特别指出的是,这种行动的明确目的不是学习什么知识或技能。
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