学术
摘 要:
教育实践是教育活动者的生活实践，是教育活动者一种特有的存在方式，它是人的社会实践、人的日常生活实践和人的精神生活实践的统一。从严格意义上讲，教育理论工作者的研究性实践与真正意义上的教育生活实践是两种不同的实践，教育理论工作者实践方式的局限性表现为用狭隘的专业实践代替教育生活实践；用逻辑的实践代替实践的逻辑；用重复性实践代替生成性实践。教育理论工作者回归实践，并不仅仅要解决理论运用于实践或指导实践的问题，而是要通过自身生活方式的重构实现教育活动的创新。教育理论工作者回归实践从改变自身的生活方式开始，同时也包括在实践过程中与中小学教师的合作和共同发展。[著者文摘]
文章出处:
《教育研究》-2006年27卷1期 -62-67页
分 类 号:
Self-recognition and Reflection of Theoretical Educators＇ Returning to Practice
Kang Liying（ associate professor of Education Scientific Institute of Capital Normal University, and doctoral eadidate of Education Policy ＆ Law Research Institute of Beijing Normal University,Beijing 100037）
Abstract:
Education practice is the practice of life and a special existence form of the educators, which integrates social practice with the practice of daily life and cultural life of human beings. Strictly speaking, the research practice of the theoretical educators and the education practice of life in the real sense are two different kinds of practice. The limitations of the theoretical educators＇ practice show that education practice of life is replaced by narrow professional practice, the logic of practice is replaced by the practice of logic and productive practice is replaced by repeated practice. To return to practice, theoretical educators should not only solve the problems of applying theory to practice or guiding practice with theory, but also realize the creation of education activities by re-constructing the llfe style of their own which also includes the cooperation and mutual development with middle and primary school teachers in the course of practice.[著者文摘]
Key words:
practice, education practice, theoretical educators, life style
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