实践研究的理论阐释困境

摘要

尽管实践研究的特殊性为教师从事研究提供了合理辩护,但无论是侧重于它与理论研究的差异比较、还是偏向于两者共同之处的科学化诉求,都可能影响实践研究的有序发展,反映出理论解释的两难境地。＂教师即研究者＂潜藏的技术理性观和身份认同问题使教师身处解决实践问题是迎合他人理论或服从集体规范,还是遵循自我角色认知的两难选择。同时,尽管学校作为研究场域的存在支持着科研兴校和教师即研究者的判断,但自治性主体的假设只是排除多重矛盾后对学校自主发展的孤立分析,而科研机构的假设也是忽视学校专门教育机构属性和教师实践教育者的身份后对学校科研环境的简单预期。%The specialty of practice research is one of the reasons for teachers conducting research.However,it is still in a state of dilemma that disturbing the normal development of the practice and the regular researches,either comparing the differences,or studying the scientization based on the ＂common grounds＂.The ＂technically reasonable＂ and the ＂role identity＂ potentially makes teachers in a state of dilemma.Teachers usually find difficulties in balancing the problem of practice and the theory of others or the role in external dominant structure and self identification.The school as ＂research places＂ is always regarded as a foundation for the strategic concept of ＂developing on science＂ and the theory ＂teachers are researchers＂.But the assumptive autonomic organization is the isolation analysis for the school independent development with the conditions of the complex conflicts eliminated.Furthermore,the assumption of scientific research institution is the simple expectation,which neglects the school as the specialized educational institution and the teacher as practical educators.