教育科学 ›› 2022, Vol. 38 ›› Issue (1): 27-34.

• 教育基本理论研究 • 上一篇    下一篇

教育理论的实践转化机制研究*——基于教育主体“情感体验”生成的维度

李栋1,2   

  1. 1.华东师范大学 基础教育改革与发展研究所,上海 200062
    2.华东师范大学 教育学系,上海 200062
  • 收稿日期:2020-11-19 出版日期:2022-01-15 发布日期:2022-04-08
  • 作者简介:李栋(1991-),男,山东济南人,华东师范大学教育学系讲师,基础教育改革与发展研究所助理研究员,教育学博士,主要从事教育基本理论、基础教育改革与发展研究。
  • 基金资助:
    *国家社会科学基金2021年度教育学青年课题“中国基础教育改革实践中的知识生产与基本理论创新研究”(CAA210228)

Research on the Practical Transformation Mechanism of Educational Theory—Based on the Dimension of Education Subject’s “Emotional Experience”

Li Dong1,2   

  1. 1. Institute of Basic Education Reform and Development,East China Normal University,Shanghai 200062,China
    2. Department of Education,East China Normal University,Shanghai 200062,China
  • Received:2020-11-19 Online:2022-01-15 Published:2022-04-08

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摘要：

“情感体验”的生成作为理性认知与感性经验相互作用的结果,影响教育理论实践转化主体的动机、信念、态度与行动倾向,需要主体通过身份认同、理论认同与关系认同,构建自我生成场、价值共识场与平等对话场,明晰外在角色规定与内在身份认同、专家倡导理论与自我运用理论、理论逻辑确定性与教学行动不确定性之间的边界张力。激活教育实践主体的利益需求、验证教育理论转化的实践效果、联结教育主体间的人际信任、达成教育主体间的价值共识等基本环节,共同构建了“情感体验”生成机制的运作模型。探索“情感体验”生成的可能路径,需要为教师的专业成长赋权增能,整合教育理论“可信、可用与可爱”的三重诉求,构建教研协同的学习共生体。

关键词: 教育理论, 教育实践, 情感体验, 教育主体, 转化机制

Abstract:

As the result of the interaction between rational cognition and perceptual experience,the generation of “emotional experience” affects the motivation,belief,attitude and action tendency of the subject of the transformation of educational theory and practice. The subject needs to build a self-generation field,a value consensus field and an equal dialogue field through identity,theoretical identity and relationship identity,and clarify the external role regulations and internal identity experts advocate the boundary tension between theory and self-application theory,the certainty of theoretical logic and the uncertainty of teaching action. Activate the interest needs of educational practice subjects, verify the practical effect of the transformation of educational theory,connect the interpersonal trust between educational subjects and reach the value consensus among educational subjects,and jointly construct the operation model of the generation mechanism of “emotional experience”. To explore the possible path of the generation of “emotional experience”,we need to empower teachers’ professional growth, integrate the triple demands of “credibility, availability and loveliness” of educational theory, and build a learning symbiosis of teaching and research collaboration.

Key words: educational theory, educational practice, emotional experience, educational subject, transformation mechanism

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