教育变革的真正秘密隐藏在日常教育实践中。但奇怪的是,大多数教育研究者从未认真对待日常教育实践的价值,而亲手创造教育实践的教师,在生产理论的专家面前,地位卑微,从而患上了教育理论“失语症”。 要改变教育理论与教育实践的这种紧张关系,首要的是要唤醒教育理论的消费者——教师的主体自觉。而一个具有自主意识的教师,不仅善于向上看,更善于向下看——把目光投向自己的每节课甚至教学细节,投向自己的教学行为,因为他(或她)相信,具体的教学实践不仅是教育理论的展开和修正,还可能是新的理论因素的萌芽,是一种生命的创造。因此,他(或她)不是轻视而是拥抱自己的教育实践,并以此为基础,反省自己的教育信念,审视自己的教学方式,从而建构起真正属于自己的“教育话语”。如此,在与专家的对话中,他(或她)才可能拥有平等的话语权;在教育变革的旋风中,他(或她)才不会迷失方向。 有人说:“人是靠思想站立的。”而我们要说,教师是靠自己的日常教育实践站立的。在各种各样的教育改革中,我们最需要的就是这样站立在自己的坚实的教育实践上的教师。 一个追求卓越的教师将善于把自己的教育实践呈现出来,一是留作反思,二是便于与同行交流对话,这就有了教学叙事。下面就是几位教师提供的有关教学叙事的文本,不知你读? The real secret of educational change is hidden in everyday educational practice. But what is strange is that most education researchers have never taken the value of everyday educational practice seriously, and teachers who have personally created educational practices suffer from the “aphasia” of educational theory in the humble front of production theory experts. To change the tension between educational theory and educational practice, the most important thing is to awaken the consumers of educational theory, the main body of teachers. A teacher with independent consciousness is not only good at looking up, but also being good at looking down - he turns his attention on every lesson or even his teaching details and invests in his own teaching behaviors because he or she believes that specific teaching practice It is not only the expansion and revision of educational theories but also the sprouting of new theoretical factors and the creation of a kind of life. Therefore, he or she embraces his own educational practice instead of despising it. Based on this, he (or she) examines his own educational beliefs and examines his own teaching methods to construct his own “educational discourse.” In this way, he or she may have equal rights to speak with an expert; he or she will not lose his or her direction in the whirlwind of educational change. Some people say: “People stand by their thoughts.” And we want to say that teachers stand by their daily education practice. What we need most in all kinds of education reform is the teacher who stands in his solid educational practice. A teacher who strives for excellence will be good at presenting his own educational practice. One is for reflection and the other is for facilitating the exchange of dialogue with his peers. This leads to a teaching narrative. Here are some texts provided by teachers about teaching narratives, I wonder if you read?