哲学的追求,即教育的追求;哲学所做的工作,教育(也只有教育)需要全部去做.教师之所以需要哲学,是因为哲学能确保教师做真正的教育;哲学之所以能确保教师做真正的教育,奠基于教师个人教育哲学的成型.养成教师个人教育哲学的教师教育路径有三条,即常识取向、科学取向与哲学取向,分别培养出常识之师、科学之师与哲学之师.以"经验"与"反思"为核心概念的常识取向的教师专业发展方式不具有专业的可教可学性,科学取向与哲学取向的教师教育路径才是专业化道路.基于证据,以"学习"与"训练"为核心概念的科学取向的教师教育,将教育教育理解为科学,以胜任型教师培养为基点;基于理论,以"思考"与"创造"为核心概念的哲学取向的教师教育,将教育理解为艺术,以教育艺术家培养为目标.严格说来,三种教师教育路径都只是教师专业发展取向的"成分"而已,三种成分的有机融通与整合才构成完整的教师专业发展图景.%What philosophy pursues is just what education pursues;what philosophy does is all what education (and only education) is supposed to do. The reason why teachers need philosophy is that philosophy is able to ensure teachers engage themselves in real education;the reason for this is that philosophy is the basis on which teachers' personal philosophy of education develops. There are three paths to develop teachers' personal philosophy of education, namely, commonsense-oriented path, science-oriented path and philosophy-oriented path, through which commonsense-oriented teachers, science-oriented teachers and philosophy-oriented teachers are educated respectively. The professional development of teachers that takes "experience" and "reflection" as the core does not have professional teachability and learnability;only science-oriented path and philosophy-oriented path are professionalized paths. Science-oriented teacher education, based on evidence and centered on "learning" and "training", takes teacher education as science and aims at competent teachers;philosophy-oriented teacher education, based on theory and centered on "thinking" and "creation", takes education as art and aims at educational artists. Strictly speaking, the three paths are only "ingredients", and only the organic integration of them is the whole picture of teachers' professional development.
展开▼
