教育学展望

2024年,教师教育学正式被纳入教育学二级学科,这标志着教师教育学科建制逐步走向成熟,但也进一步凸显了职后教师培训与职前师范教育发展失衡的深层问题——在职教师培训长期面临学术合法性缺失、理论体系依附西方、实践与理论脱节的困境。在加快构建中国特色哲学社会科学自主知识体系的宏观语境下,重新评估教师培训的学术价值显得尤为迫切。本文以知识社会学与成人教育认识论为核心理论视角,试图超越“知识传递”的传统隐喻,论证教师培训作为双维“知识生产场域”的本体性地位。研究发现,教师培训场域既生成微观层次的情境性、反思性、地方性知识,也孕育宏观层面的元理论知识。而中国独特的教研制度与培训实践,构成了本土知识生产的核心制度基因。本文立足中国教师培训的实践沃土,从认识论重塑、本土元理论体系构建、制度化建制落地三个维度,提出确立“实践本位”的学科范式、构建中国特色教师培训元理论体系、推进具有中国气派的学科独立化与专业化发展的具体方略,以期为教师培训学学科建设提供学理支撑,为世界教师教育发展贡献中国方案与中国智慧。

In 2024, the science of teacher education was officially designated as a second-level discipline under education, signaling the maturation of its disciplinary framework. However, this also further highlights the deep-seated imbalance: between pre-service normal education and in-service teacher training, with the latter long facing dilemmas such as lack of academic legitimacy, reliance on Western theoretical models, and a disconnect between practice and theory. In the macro context of accelerating the construction of an independent knowledge system for philosophy and social sciences with Chinese characteristics, it is increasingly urgent to re-evaluate the academic value of teacher training. Drawing on the sociology of knowledge and epistemology of adult education as core theoretical perspectives, this paper seeks to transcend the traditional metaphor of “knowledge transmission” and demonstrate the ontological status of teacher training as a dual-dimensional “knowledge production field”. The study finds that the field of teacher training not only generates micro-level contextual, reflective, and localized knowledge, but also nurtures macro-level meta-theoretical knowledge of training itself. Moreover, China's unique teaching research system(jiaoyan) and its distinctive training practices constitute the core institutional genes of indigenous knowledge production. Rooted in the rich practice of China's teacher training, this paper proposes specific strategies from three dimensions: epistemological reshaping, construction of a local meta-theoretical system, and implementation of institutionalization. It calls for establishing a “ practice-oriented” disciplinary paradigm, constructing a meta-theoretical system of teacher training with Chinese characteristics, and promoting the independent and professional development of the discipline with Chinese distinctiveness. The ultimate goal is to provide theoretical support for the discipline construction of the Science of Teacher Training and contribute Chinese solutions and wisdom to the evolution of teacher education.