融合的教师教育
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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”之传统模式已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——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。
研究的主要结论如下：
结论一，症结之源：囿于对问题本质的单维度省察并提出对应的单维度对策。理论与实践关系难题症结的根源在于过去常用一维的视野认识这对矛盾，关注理论与实践要素的比例维度而忽视了理论与实践关系的结构维度、品质维度、背景维度和对教师职业的认识层次。
结论二，融合之因：教师教育的专业教育属性决定了理论与实践的融合关系。教学活动的复杂性需要教师在复杂的情境下做出专业判断并付诸于实践，教师教育是专业教育，作为手段是基于实践的教育，作为目的是为了实践的教育。这种实践的独特性在于其“专业性”，包含了明智判断、专业决定和专业执行，所以它是理论与实践融合的教育。
结论三，融合之态：理论与实践的融合是由量的多少过渡到质的高低，由继替顺序到交叉融合，由加法思维变乘法理念，由文化隔离转文化接洽。教师职前教育是理论与实践融合的教育，这种“融合”不仅仅是以往线性的教育理论和教育实践的简单相加，涉及到教师职前教育构成要素、组合结构、实施理念和组织文化等方面的根本性转变。
结论四，经验教训：从历时态和共时态两条脉络来看，教师职前教育分别经历了学徒型、应用型和追求融合型三种模式，前者处理理论与实践关系失败的教训不仅体现比例的失衡，还表现在品质的异化、结构的单向、背景的制约和教师观的束缚，后者则是全方位的纠正。
结论五，融合之路：理论与实践的融合路径与策略是促进数量、品质、结构、文化和教师观多元链条的统一。理论与实践的融合是“四维度二层次”多面向立体式的融合，融合的路径为理论中融入实践、实践中提升理论、两种文化的联结以及专业认同的提升。与之相对应的具体策略包括结构性课程交互与实质性课程交互，实例取向和反省取向的案例教学，辅导教师的引进；凭借辅助式反思理解公共理论，通过自我研究增强角色认同；转型并调适彼此的文化，创设并维持共享的理念和利益；构建专业的身份认同。
The relation between theory and practice in Pre-service teacher education is an oldproblem which persists throughout many years and it is a difficult problem which has beenrather stubborn. I chose this “how do we integrate theory and practice”as my researchproblem for several reasons. The first, this problem relates to the quality of teacher trainingand becomes more important. However, the “theory into practice”model of teachereducation 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.Wehave to answer four questions in order to resolve this difficult problem. First, why is thisproblem too stubborn to resolve? Second, what is the ideal status about the relationship oftheory and practice in teacher education? Third, how do we understand the elapsed andcurrent models of teacher education and what kind of experiences and lessons can weachieve from the diachronic and co-tense analysis? Fourth, what should we do in order toeffectively 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 deductthe ideal natural state of theory and practice from the teaching and teacher educationproperty. The complexity of teachers’ work decides teachers' professionalism and thusdemands that teacher education should be a professional education. Comparing with theacademic professional education and vocational education, professional education is anintegrated education and so teacher education should be an integrated education. It is alogical prerequisite and a theoretical basis for the integration of theory and practice toclarify the teacher education professional attributes. Then I analysis all disposals ofrelationships between theory and practice in different disciplines such as ancient Greecephilosophy, leaning psychology and sociology of positivism with the purpose of extracting aanalytical framework which is full of the interdisciplinary nature and integration ofmulti-dimensional vision. The analytical framework is make up of four-dimensional andtwo-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 teachereducation programs as my analysis samples and demonstrate why the problem is sostubborn using the four-dimensional two-level analysis framework in practical investigation.They are three models in the diachronic and concurrent trajectory of teacher educationprograms’ development. The three might best be characterized as: the apprenticeship mode;applicatory mode and integrated mode. The apprenticeship mode holds the following to bethe case: practice preponderate over educational theory in the proportion dimensions; as theattributes of theory and practice, they are technology-oriented educational practice andexperience-oriented educational theory in the quality dimension; of course, external factorsexert an influence on the program, such as the shortage of teacher due to the rapideconomic development in the cultural dimension, and the embodiments of philosophicalepistemology on relation between theory and practice manifest the intuitive concept andcommon 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 ofdimensions; theory should be learnt and then applied to practice in the structural dimensionwhich has been called technical rationality; the purpose of the theory is the pursuit of aprofessional image and the aim of the practice is the verification of the theory in the qualitydimension; Factors affecting this model include logical positivism and progressivism; andthe embodiments of philosophical epistemology on relation between theory and practice ischaracterized as applicatory view. The points associated with the integrated model involvefollowing ideas. the ratio of theory to practice almost achieve a balance; educationaltheory is interlaced with practice and the time of the intercourse is just right in the structuraldimension; theory value base should be acknowledged but its function has changed, and thenature of the practice has changed at the same time. Those who held integrated mode willexpect to construct their understanding of both teaching and training as they haveexperienced and theory converts application into critical understanding and practicebecomes professional reflective practice rather than technique in the quality dimension;factors affecting this model include economic rationality, the New Right and educationaleffectiveness; and the embodiments of philosophical epistemology on relation betweentheory and practice is characterized as creative view and reconstruction view. The viewabout theory and practice in each model will determine view about teaching and learningthemselves 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 thepast patterns, in the purpose of constructing an ideal teacher education model whichintegrates all of dimensions.
The main conclusions of the study are as follows:
The first, the problem of rupture in theory and practice is so stubborn because wecommonly used one-dimensional perspective to recognize this contradiction and ourframework are confined to the single dimension and the corresponding single-dimensioncountermeasures of the complicated problem. We pay too much attention to the ratio of thetheory to practice rather than structural dimension, quality dimension, contextual dimensionand epistemology.
The second, the complexity of teaching and learning activities order teacher to makeprofessional judgment in complex situations and put into practice.teacher education is aprofessional education which is in practice and for practice comparing with vocationaleducation and academic professional education. The uniqueness of this practice embodies its"professionalism" that includes professional judgment,professional decisions andprofessional execution. Teacher education is professional education and its theory andpractice should be integrated. However, the integration of theory and practice isthree-dimensional rather than binary which considers composition, structure, ideas andcultural background.
The third, the intergrated modle of teacher preparation has made important changescomparing to the traditional model.The quality of theory and practice become the focus ofteacher education rather than the proportion of theory and practice. The structure of “theoryinto practice” become “theroy in practice”and the framework of thinking has changed fromadditive idea to multiplicative thinking. The most important is culture transform. this"integration" is not a simple sum of educational theory and educational practice, involving afundamental shift in elements structure concept cultural aspects of teacher education.
The fourth,there are three models in the diachronic trajectory of teacher educationprograms’ development and they call our attention to the shortcoming of the past modes.The failure of disposal of the theory and practice is not only about the proportionalimbalance but also about anamorphic quality, one-way structure, contextual constraint andsuperficial cognition.
The fifth,what we need ideal model is a multi-faceted integrated mode which containwhat we have summarized “four dimensions and two level” framework. Thus, we need aplea for a new epistemological approach to determine the relationship between theory andpractice; this can be achieved through putting some practice into theory and deducing somepractical principles from practice. We need to take following measures to achieve our objectof integration. The specific strategies include promoting integration of theory and practice incurriculum design which contain structure and substantive integration as well as adding casestudy and introducing mentors into the fields of teacher education. Educators help studentteacher understand public theory and encourage them to understand what is mean to be ateacher by virtue of enquiry, reflection, and deliberation. Both university and school shouldadapt oneself to each other in culture and establish a mutually beneficial community. Themost important thing is to improve the identity of prospective teachers and help themtransform themselves.
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——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。
研究的主要结论如下：
结论一，症结之源：囿于对问题本质的单维度省察并提出对应的单维度对策。理论与实践关系难题症结的根源在于过去常用一维的视野认识这对矛盾，关注理论与实践要素的比例维度而忽视了理论与实践关系的结构维度、品质维度、背景维度和对教师职业的认识层次。
结论二，融合之因：教师教育的专业教育属性决定了理论与实践的融合关系。教学活动的复杂性需要教师在复杂的情境下做出专业判断并付诸于实践，教师教育是专业教育，作为手段是基于实践的教育，作为目的是为了实践的教育。这种实践的独特性在于其“专业性”，包含了明智判断、专业决定和专业执行，所以它是理论与实践融合的教育。
结论三，融合之态：理论与实践的融合是由量的多少过渡到质的高低，由继替顺序到交叉融合，由加法思维变乘法理念，由文化隔离转文化接洽。教师职前教育是理论与实践融合的教育，这种“融合”不仅仅是以往线性的教育理论和教育实践的简单相加，涉及到教师职前教育构成要素、组合结构、实施理念和组织文化等方面的根本性转变。
结论四，经验教训：从历时态和共时态两条脉络来看，教师职前教育分别经历了学徒型、应用型和追求融合型三种模式，前者处理理论与实践关系失败的教训不仅体现比例的失衡，还表现在品质的异化、结构的单向、背景的制约和教师观的束缚，后者则是全方位的纠正。
结论五，融合之路：理论与实践的融合路径与策略是促进数量、品质、结构、文化和教师观多元链条的统一。理论与实践的融合是“四维度二层次”多面向立体式的融合，融合的路径为理论中融入实践、实践中提升理论、两种文化的联结以及专业认同的提升。与之相对应的具体策略包括结构性课程交互与实质性课程交互，实例取向和反省取向的案例教学，辅导教师的引进；凭借辅助式反思理解公共理论，通过自我研究增强角色认同；转型并调适彼此的文化，创设并维持共享的理念和利益；构建专业的身份认同。
The relation between theory and practice in Pre-service teacher education is an oldproblem which persists throughout many years and it is a difficult problem which has beenrather stubborn. I chose this “how do we integrate theory and practice”as my researchproblem for several reasons. The first, this problem relates to the quality of teacher trainingand becomes more important. However, the “theory into practice”model of teachereducation 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.Wehave to answer four questions in order to resolve this difficult problem. First, why is thisproblem too stubborn to resolve? Second, what is the ideal status about the relationship oftheory and practice in teacher education? Third, how do we understand the elapsed andcurrent models of teacher education and what kind of experiences and lessons can weachieve from the diachronic and co-tense analysis? Fourth, what should we do in order toeffectively 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 deductthe ideal natural state of theory and practice from the teaching and teacher educationproperty. The complexity of teachers’ work decides teachers' professionalism and thusdemands that teacher education should be a professional education. Comparing with theacademic professional education and vocational education, professional education is anintegrated education and so teacher education should be an integrated education. It is alogical prerequisite and a theoretical basis for the integration of theory and practice toclarify the teacher education professional attributes. Then I analysis all disposals ofrelationships between theory and practice in different disciplines such as ancient Greecephilosophy, leaning psychology and sociology of positivism with the purpose of extracting aanalytical framework which is full of the interdisciplinary nature and integration ofmulti-dimensional vision. The analytical framework is make up of four-dimensional andtwo-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 teachereducation programs as my analysis samples and demonstrate why the problem is sostubborn using the four-dimensional two-level analysis framework in practical investigation.They are three models in the diachronic and concurrent trajectory of teacher educationprograms’ development. The three might best be characterized as: the apprenticeship mode;applicatory mode and integrated mode. The apprenticeship mode holds the following to bethe case: practice preponderate over educational theory in the proportion dimensions; as theattributes of theory and practice, they are technology-oriented educational practice andexperience-oriented educational theory in the quality dimension; of course, external factorsexert an influence on the program, such as the shortage of teacher due to the rapideconomic development in the cultural dimension, and the embodiments of philosophicalepistemology on relation between theory and practice manifest the intuitive concept andcommon 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 ofdimensions; theory should be learnt and then applied to practice in the structural dimensionwhich has been called technical rationality; the purpose of the theory is the pursuit of aprofessional image and the aim of the practice is the verification of the theory in the qualitydimension; Factors affecting this model include logical positivism and progressivism; andthe embodiments of philosophical epistemology on relation between theory and practice ischaracterized as applicatory view. The points associated with the integrated model involvefollowing ideas. the ratio of theory to practice almost achieve a balance; educationaltheory is interlaced with practice and the time of the intercourse is just right in the structuraldimension; theory value base should be acknowledged but its function has changed, and thenature of the practice has changed at the same time. Those who held integrated mode willexpect to construct their understanding of both teaching and training as they haveexperienced and theory converts application into critical understanding and practicebecomes professional reflective practice rather than technique in the quality dimension;factors affecting this model include economic rationality, the New Right and educationaleffectiveness; and the embodiments of philosophical epistemology on relation betweentheory and practice is characterized as creative view and reconstruction view. The viewabout theory and practice in each model will determine view about teaching and learningthemselves 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 thepast patterns, in the purpose of constructing an ideal teacher education model whichintegrates all of dimensions.
The main conclusions of the study are as follows:
The first, the problem of rupture in theory and practice is so stubborn because wecommonly used one-dimensional perspective to recognize this contradiction and ourframework are confined to the single dimension and the corresponding single-dimensioncountermeasures of the complicated problem. We pay too much attention to the ratio of thetheory to practice rather than structural dimension, quality dimension, contextual dimensionand epistemology.
The second, the complexity of teaching and learning activities order teacher to makeprofessional judgment in complex situations and put into practice.teacher education is aprofessional education which is in practice and for practice comparing with vocationaleducation and academic professional education. The uniqueness of this practice embodies its"professionalism" that includes professional judgment,professional decisions andprofessional execution. Teacher education is professional education and its theory andpractice should be integrated. However, the integration of theory and practice isthree-dimensional rather than binary which considers composition, structure, ideas andcultural background.
The third, the intergrated modle of teacher preparation has made important changescomparing to the traditional model.The quality of theory and practice become the focus ofteacher education rather than the proportion of theory and practice. The structure of “theoryinto practice” become “theroy in practice”and the framework of thinking has changed fromadditive idea to multiplicative thinking. The most important is culture transform. this"integration" is not a simple sum of educational theory and educational practice, involving afundamental shift in elements structure concept cultural aspects of teacher education.
The fourth,there are three models in the diachronic trajectory of teacher educationprograms’ development and they call our attention to the shortcoming of the past modes.The failure of disposal of the theory and practice is not only about the proportionalimbalance but also about anamorphic quality, one-way structure, contextual constraint andsuperficial cognition.
The fifth,what we need ideal model is a multi-faceted integrated mode which containwhat we have summarized “four dimensions and two level” framework. Thus, we need aplea for a new epistemological approach to determine the relationship between theory andpractice; this can be achieved through putting some practice into theory and deducing somepractical principles from practice. We need to take following measures to achieve our objectof integration. The specific strategies include promoting integration of theory and practice incurriculum design which contain structure and substantive integration as well as adding casestudy and introducing mentors into the fields of teacher education. Educators help studentteacher understand public theory and encourage them to understand what is mean to be ateacher by virtue of enquiry, reflection, and deliberation. Both university and school shouldadapt oneself to each other in culture and establish a mutually beneficial community. Themost important thing is to improve the identity of prospective teachers and help themtransform themselves.
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⑥选用彼博迪peabody作为分析案例，是因为该校被在美国新闻与世界2011年调查报告（U.S.News&World Report's2011survey）评为一流的国家级教育学院，并且是由原来的师范学校发展而来。威廉佩恩曾为该院院长，历史上影响颇深的要素主义思潮的六位发起人之一便来自该所师范学院，因而选择这个学校具有一定的特殊性和代表性，这里主要从当时的课程年鉴考察其理论与实践关系，http://peabody.vanderbilt.edu/the_peabody_difference.xml2011-9-24
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⑥选用彼博迪peabody作为分析案例，是因为该校被在美国新闻与世界2011年调查报告（U.S.News&World Report's2011survey）评为一流的国家级教育学院，并且是由原来的师范学校发展而来。威廉佩恩曾为该院院长，历史上影响颇深的要素主义思潮的六位发起人之一便来自该所师范学院，因而选择这个学校具有一定的特殊性和代表性，这里主要从当时的课程年鉴考察其理论与实践关系，http://peabody.vanderbilt.edu/the_peabody_difference.xml2011-9-24
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