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在我国教师教育中，实践与理论脱节是一个顽症，对教师作为“人”的情感和需要也关注不足。本研究借助科瑟根(F. Korthagen)的“核心反思”概念、经过改造的洋葱圈模型以及中国文化资源，探索在当前我国社会加速、内卷严重的背景下，整合教师身心发展的全人学习是如何发生的。研究以一个叙事行动研究工作坊为田野，对一位教师的案例进行了密集的资料收集和深入分析。研究发现，导师引导下的核心反思，能够协助教师对洋葱圈内各层次之间的不匹配进行系统反思和实践推理，进而采取行动以提高自己知行合一的程度。由于核心反思对教师的身份认同和教育使命格外关注，因此教师作为“人”的情感和需要得到了关照。案例教师因受中国文化传统的浸润，其核心品质表现出与西方教师不同的道德性和良心取向，这提升了教师对自己职业的崇高感和责任感。研究最后探讨了教师全人学习在中国社会-文化情境下发生的条件和可能性。
Abstract：In China's teacher education, the disconnect between theory and practice is a persistent issue, and insufficient attention has been paid to teachers' emotional lives and personal needs as whole persons. Drawing on Korthagen's concept of core reflection, a modified onion model, and relevant Chinese cultural resources, this study explores how integrated, whole-person learning that encompasses teachers' physical and psychological development can occur within the contemporary Chinese context characterized by social acceleration and intense competition. This study was conducted in the context of a narrative action research workshop and involved intensive data collection and in-depth analysis of a single teacher's case. The findings indicate that the core reflection, facilitated by a mentor, can help the teacher systematically reflect on and practically reason the misalignments among the different layers of the onion model, and take action to improve the unity between knowing and doing. As core reflection places particular emphasis on teachers' professional identity and educational mission, the teacher's emotional experiences and personal as a whole person were taken care of. Influenced by Chinese cultural traditions, the focal teacher's core qualities demonstrated a moral and conscience-oriented disposition distinct from that often emphasized in Western contexts. This orientation enhanced the teacher's sense of the nobility of the profession and strengthened their sense of responsibility. The study concludes by discussing the conditions and possibilities for teachers' whole-person learning within the socio-cultural context of contemporary China.
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(1)从现在起,本文中的“反思”即指科瑟根的“核心反思”。
(2)在研究参与者的表达中,“个别生”通常指的是那些极端顽皮捣蛋、成绩水平低或有其他特殊教育需求的学生。一旦班上有一个这样的“个别生”,必然成为教师(特别是班主任)的噩梦,让他们整日不得安宁。
基本信息:
中图分类号:G451
引用信息:
[1]陈向明,张东云.实践-反思中的教师全人学习[J].全球教育展望,2026,55(02):25-40.
基金信息:
北京市教育科学“十三五”规划2020年度优先关注课题“北京基础教育国际学校研究”(课题编号：CBEA2020006)的研究成果
2026-02-13
2026-02-13