摘要
在哈贝马斯批判理论的视角下,教师专业发展具有"解放性"、"多维性"、"情境性"等特点,这些特点预示了必须用社会科学反思建构的逻辑进行教师专业发展的解释和实践。因此,交往是教师专业发展的重要路径,应建构教师专业发展的新模式—交往模式。在交往模式中,学习共同体是交往得以进行的组织基础,理想言说情境是交往能"自主"、"解放"并达成发展目标的逻辑前提,而交往双方互为主体的平等性则是交往有效的基本保障。
From the perspective of Habemas＇ Critic Theory, teacher professional development has the characteristics of ＂emancipation multi -dimension＂ and ＂context-orientation＂ which indicate that it is necessary to explain and practice teacher professional development by the logic of reflective construction of social science. Theretore, communication is a significant route to teacher professional development. A new model, ie, communication model should be developed. In the communication model, learning community is the structural foundation for the communication. Ideal speech situation is a logical prerequisite for the autonomous and revolutionary implementation of communication and helps to achieve the developing goals. The maintenance of equality between the two parties of communication is a basic guarantee for effective communication.
出处
《教师教育研究》
CSSCI
北大核心
2008年第1期13-17,共5页
Teacher Education Research
关键词
教师专业发展
交往
哈贝马斯
teacher professional development
communication
Habemas
