Since 1970s, great events have taken place in the field of western educational science. Paradigm transformation? Then, how to analyze the theoretical basis of the practical course of normal education?
Practical courses take practical knowledge as the core, mainly in the form of acquisition, experience, reflection and analysis in practice. Is it a kind of teacher? Reflection in action? Combine theory with practice, get? How to teach? Professional practical knowledge and special technology are the tasks of the course. Practical knowledge includes knowledge actually applied or displayed in education and teaching practice and the principles that teachers really believe in understanding, explaining and applying theoretical knowledge in their daily work? The theory actually used? It dominates teachers' thoughts and behaviors and is reflected in teachers' educational and teaching behaviors. [ 1]
Hermeneutic philosophy of teacher's educational practice course.
On how to solve the problem of combining teacher education theory with practice, hermeneutics has its own method: case? And then what? Interpretation? That is, every teacher has the right to explain a teaching problem and finally solve it. But the teacher can't explain it at will. According to Phillips, teachers must be influenced while solving teaching problems. Contact premise? Restrictions and constraints. He divided the premise of this connection into two categories, one is? Empirical premise? That is to say, if you have had experiences similar to the current educational problems or received experiences similar to the current problems from others, you can explain the current problems and finally solve them. And second? Value premise? (Value premise). That is, under the guidance of certain values and unchangeable principles, explain educational problems and then solve them. Phillips believes that there is an insurmountable gap between theory and practice. It can only be minimized by the above-mentioned contact premise, but it can never be eliminated. Hermeneutics school, especially Phillips' theory of value premise and experience premise, is very enlightening to the implementation of teachers' educational practice curriculum.
(2) Phenomenological pedagogy attaches importance to the strong situational nature of education and teaching practice.
Since 1970s, great events have taken place in the field of western educational science. Paradigm transformation? Educational experts found that only exploring universal and definite educational laws could not meet the needs of solving practical teaching problems and describing educational phenomena, so they turned to seeking the significance of situational education. Max, a master of phenomenological pedagogy? Menan believes that teachers' knowledge is dynamic and changes with the situation, and his teaching wit is the result of his deep understanding and practice of specific educational and teaching situations. He believes that the influence exerted by adults always happens on specific occasions, and it is often small. This kind of influence can never be completely predicted and controlled. Moreover, the influence of adults is formative, guiding children's physical and mental health to maturity and growth. ? [2]
The situation that may change at any time is accidental. ? The contingency of the situation comes from the elements of the situation, which is of great significance: we care about a specific child or a group of children who have a special life experience, a specific heart or a series of problems and live in a specific situation. This specific situation has a set of specific relationships and is dominated by an individual's emotional atmosphere. Every opportunity of teaching understanding is unusual. ? [3] for the specific education and teaching situation, face? Have a special life experience? what's up A specific child or a group of children? There is never a ready-made answer to how to do the best. This is a world where there are always unknown changes. Even the most effective and systematic rules cannot provide clear guidance for all possible accidents. In this sense? Teachers' keen observation and judgment on the situation of education and teaching, clear and thorough problem analysis, accurate grasp of students' state and mentality, and proper handling of emergencies all come from practice? . [4]
(3) The theory of image interaction emphasizes the interaction and mutual influence between teachers and students in educational and teaching actions.
Meade, the founder of image interaction theory, believes that society is composed of a group of interactive individuals. The interaction between individuals depends on their thinking ability of summarizing, naming, classifying and explaining the symbols in the process of social interaction, and then determines their actions. In this interactive entity, individual behavior is not a one-way phenomenon transmission, but affects each other's self-development according to the interactive situation experienced by individuals. In this situation, individuals interpret the meaning represented by symbols in interactive situations according to their own subjective judgment and role substitution ability, and then decide their own actions? . [5] According to this theory, teachers' educational and teaching behavior is the result of the interaction between teachers and educational and teaching situations to a certain extent, rather than the mechanical response of individual teachers to educational and teaching situations.
Image interaction theory shows that practical wisdom in educational and teaching situations can be obtained not only through classroom theoretical study, but also through various interactions in specific educational and teaching situations. Principles of practical activities? They are practical schemata formed through the long-term accumulation of culture, which are self-vague, and often change because of situational logic and its almost always incomplete views. ? [6] Teachers face various educational and teaching situations again and again, and through various forms of interaction, such as analyzing, judging and summarizing some teaching fragments with experts, peers and students,
Observe the teaching of experienced teachers, and so on, and accumulate constantly, and gradually recognize your position and role as a teacher of a school, a class, a subject and a student, and accurately understand and explain all kinds of? What do symbols mean in interactive situations? And quickly decide what actions need to be taken to form teaching wit.
(D) China's understanding of the relationship between knowledge and action in ancient philosophy.
In Confucianism, it is generally important to attach importance to the meaning of behavior. Although the Confucian relationship between knowledge and practice is more from the ethical point of view. "History? Say fight:? Difficult to know, difficult to do? Paying attention to behavior has become a Confucian norm.
In post-Confucianism, although there are? Taoism and learning? And then what? Jingde? People have different opinions, but they basically agree on the issue of attaching importance to behavior. Confucius advocated:? Sensitive and cautious? ; ? A gentleman is ashamed of words, but it is too late. . For a person, the standard of evaluation should be: not only observe what he says, but also observe what he does. This is consistent with our requirements for normal students. We should not only understand theory, but also be good at practice. Xunzi also advocated:? If you can't smell it, if you can't smell it, if you can't see it, if you don't know it, if you know it, if you don't do it, you can stop learning and do it. There is no doubt that Xunzi regards behavior as the ultimate goal of learning. If what he has learned cannot be closely linked with practice, then everything is useless. Behavioral problems play a leading role.
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