摘要
交往理性教师教育范式是交往共同体在对话知识观的视域下对教师教育所持有的共同信念、理论以及实践操作手段的总和。其核心概念交往共同体、交往理性和对话学习基本上反映了交往理性教师教育的内涵。交往理性教师教育范式具有主体间性、对话性和生成性的特点,是对工具理性教师教育范式危机的克服与超越。
The Communicative-Rationality Paradigm of teacher education is the sum total of the communicative community＇ s common faith, theory and practical means of operation of teacher education in terms of the view of dialogue knowledge. Communicative community, communicative reasoning and dialogue learning are the key concepts, presenting the implication of communicative-rationality teacher education. The Communicative-Rationality Paradigm of teacher education is subjective, dialogic and generative, which means an overcome and excess of instrumental-rationality teacher education.
出处
《陕西师范大学学报（哲学社会科学版）》
CSSCI
北大核心
2010年第2期168-176,共9页
Journal of Shaanxi Normal University(Philosophy and Social Sciences Edition)
基金
陕西省社会科学基金项目(08N002)
陕西师范大学"国家教师教育创新平台"项目(教师[2009]13号)
关键词
教师教育
交往理性教师教育范式
工具理性教师教育范式
teacher education
Communicative-rationality paradigm of teacher education
instrumental-rationality teacher education
