融合的教师教育 --教师职前教育中理论与实践关系研究

摘要：教师职前教育中理论与实践的关系问题是长期以来一直没有解决的老问题，也是一个难问题;教师教育中所盛行的“理论实践化”之传统模式己经无法适应时代变革对教师提出的新要求。因此如何有效地化解这一难题，实现理论与实践的融合成为笔者的主要研究问题。围绕着这一难题分化出四个需要回答的问题:其一，教师教育中的理论与实践关系难题之症结根源在何处?其二，教师教育为何应该采取融合的模式，什么是融合的教师教育?其三，从历时态和共时态来看，既有的教师教育模式在处理理论与实践关系难题有什么样的经验与教训?其四，通过什么样的路径和策略才能促进教师教育中理论与实践的融合?

    本研究由理论分析、实践考察和策略研究三大模块构成，在理论分析部分，避开了结构功能主义特质论和冲突主义权力论在专业判断方面的弊端，从教学活动、教师职业和教师教育自身属性分析理论与实践关系应然状态。教师工作的复杂性决定了教师职业的专业性，进而要求了教师教育的专业性;与学术专业教育和职业教育相比，专业教育本身即为理论与实践融合的教育;教师教育作为一种专业教育应是一种融合的教育。厘清教师教育的专业属性是实现理论与实践融合的逻辑前提，也是实现教师职前教育理论与实践融合的理论依据。理论分析是从教师教育作为一种“专业教育”的特征来聚焦教师教育理论与实践关系的应有状态一一融合关系。为了论证的充分性，笔者又假借古希腊哲学、学习心理学和实证主义社会学等学科在处理理论与实践关系的不同视角，提炼出充满学科间性和融合多维视野的“四维度二层次”分析框架:理论与实践关系的比例维度、品质维度、结构维度、背景维度以及教师观的认识论层次与本体论层次，一方面可以避免以往对这一问题的单维度省察之弊端，同时也为后续实践考察和策略提炼提供一以贯之的分析工具。

    在实践考察部分，选取了信息丰富、各具特色并引领潮流的英美两个国家教师职前教育模式，沿着历时态和共时态两条轨迹，运用“四维度二层次”分析框架对学徒型模式、应用型模式和追求融合型模式进行历史与比较的透视。学徒型模式中理论与实践关系:在比例维度上，实践占据绝对优势;在品质维度上，技术取向的教育实践和经验总结的教育理论;在背景维度上，受到经济迅速发展对教师教育提出的企急性要求;在教师观上，视教师为谋生之职业，对教学活动与教师的认识停留在认识论层面的直觉观和常识观上;由于教育理论的缺席，缺少结构维度。应用型模式中理论与实践关系:在比例维度上，教育理论的繁荣与教育实践的式微;在结构维度上，从理论到实践的技术理性路径;在品质维度上，追求专业形象的教育理论与验证理论的教学实践;在背景维度上，逻辑实证主义与进步主义的外在影响;在对教师的认识上，专业意识逐渐萌芽，但体现为认识论层面的应用观。追求融合模式中理论与实践关系:在比例维度上，理论与实践并重;在结构维度上，教育理论与教育实践的交错并注重交锋的时机;在品质维度上，批判理解取向教育理论与反思转换取向的教育实践;在背景维度上，受到经济理性、新右派和教育效能影响;在教师观上，视教师为反思的实践者，体现了本体论层面的创造观和重构观。

    通过理论分析与实践考察，本研究厘清了难题的根源所在、融合的理论前提与应有状态以及以往模式在处理理论与实践关系时的经验与教训，在此基础上提出了包含“四维度二层次”多面向的融合路径与策略。

关键词:教师教育;职前教育;培养模式;理论与实践;融合

Abstract：The relation between theory and practice in Pre-service teacher education is an old problem which persists throughout many years and it is a difficult problem which has been rather stubborn. I chose this "how do we integrate theory and practice" as my research problem for several reasons. The first, this problem relates to the quality of teacher training and becomes  more important.  However,  the  "theory  into  practice" model  of teacher education has been unable to adapt to the new requirements of new era. At the same time, Pre-service teacher education has been plagued by the abruption of theory and practice. We have to answer four questions in order to resolve this difficult problem. First, why is this problem too stubborn to resolve? Second, what is the ideal status about the relationship of theory and practice in teacher education? Third, how do we understand the elapsed and current models of teacher education and what kind of experiences and lessons can we achieve from the diachronic and co-tense analysis? Fourth, what should we do in order to effectively resolve the rupture between theory and practice in teacher education?

    This study was supported by three modules which contain the theoretical analysis, practical investigation and strategic research. The aim of the theoretical analysis is to deduct the ideal natural state of theory and practice from the teaching and teacher education property. The complexity of teachers' work decides teachers' professionalism and thus demands that teacher education should be a professional education. Comparing with the academic professional education and vocational education, professional education is an integrated education and so teacher education should be an integrated education. It is a logical prerequisite and a theoretical basis for the integration of theory and practice to clarify the teacher education professional attributes.  Then I analysis all disposals of relationships between theory and practice in different disciplines such as ancient Greece philosophy, leaning psychology and sociology of positivism with the purpose of extracting a analytical framework which is full of the interdisciplinary nature and integration of multi-dimensional vision. The analytical framework is make up of four-dimensional and two-level which are proportion dimension, the quality dimension, structural dimension, context dimension and the epistemological level and ontology level of teacher view.

    I select two information-rich, distinctive and advanced countries' pre-service teacher education programs as my analysis samples and demonstrate why the problem is so stubborn using the four-dimensional two-level analysis framework in practical investigation. They are three models in the diachronic and concurrent trajectory of teacher education programs' development. The three might best be characterized as: the apprenticeship mode; applicatory mode and integrated mode. The apprenticeship mode holds the following to be the case: practice preponderate over educational theory in the proportion dimensions; as the attributes of theory and practice, they are technology-oriented educational practice and experience-oriented educational theory in the quality dimension; of course, external factors exert an influence on  the program, such as the shortage of teacher due to the rapid economic development in the cultural dimension, and the embodiments of philosophical epistemology on relation between theory and practice manifest the intuitive concept and common sense view; The applicatory mode holds the following to be the case: educational theory becomes more and more nevertheless education practice decline in the ratio of dimensions; theory should be learnt and then applied to practice in the structural dimension which has been called technical rationality; the purpose of the theory is the pursuit of a professional image and the aim of the practice is the verification of the theory in the quality dimension; Factors affecting this model include logical positivism and progressivism; and the embodiments of philosophical epistemology on relation between theory and practice is characterized as applicatory view. The points associated with the integrated model involve following ideas. the ratio of theory to practice almost achieve a balance;  educational theory is interlaced with practice and the time of the intercourse is just right in the structural dimension; theory value base should be acknowledged but its function has changed, and the nature of the practice has changed at the same time. Those who held integrated mode will expect to  construct their understanding  of both teaching and training as they  have experienced and theory  converts  application into  critical  understanding  and practice becomes professional reflective practice rather than technique in the quality dimension; factors affecting this model include economic rationality, the New Right and educational effectiveness; and the embodiments of philosophical epistemology on relation between theory and practice is characterized as creative view and reconstruction view. The view about theory and practice in each model will determine view about teaching and learning themselves and about learning to teach and the profession of professional training.

    All the efforts such as theoretical analysis and mode investigation, as implied above, help us clarify the problem's stubborn root and learn the experiences and lessons from the past patterns, in the purpose of constructing an ideal teacher education model which integrates all of dimensions.

Key words: Teacher Education; Teacher Preparation; The Models of Teacher Education; Theory and Practice; Integration

来源：苗学杰 东北师范大学比较教育学专业硕士学位论文