后学科时代教师教育学的范式危机与路径选择OA
The Paradigm Crisis and Path Selection of Teacher Education Discipline in the Post-Disciplinary Era
知识融通与学科交叉的普及化昭示了后学科时代的来临.当前,教师教育学面临着知识陈旧与跨界知识整合不足、研究方式与复杂性研究需求存在矛盾、教师教育学的学科归属模糊等危机,同时面临着多层次的危机成因,既包括学科自身发展阶段的限制,也受到外部环境压力和内部学术共同体分化的影响.为促进教师教育系统向后学科时代转型,基于"学科三维度"对教师教育学范式危机进行分析,并提出相应解决路径:通过从"分支学科"到"问题域"的知识重构、融合混合方法与复杂性范式的方法创新、构建弹性学科结构与评价体系的制度变革,从而化解后学科时代教师教育学的范式危机.
The widespread integration of diverse knowledge and booming interdisciplinary research mark the advent of the post-disciplinary era.Currently,teacher education discipline faces a crisis characterized by outdated knowledge and insuffi-cient integration of cross-disciplinary knowledge,contradictions between research methods and the demands of complex re-search,and ambiguous disciplinary affiliation of teacher education.At the same time,its development is confronted with multi-layered causes of crisis,including limitations of the discipline's own developmental stage,external environmental pressures,and the internal differentiation of the academic community.To accelerate the transformation of the teacher educa-tion system towards the Post-disciplinary era,an analysis of the paradigm crisis in teacher education can be conducted based on the"three-dimensional model of disciplines",and corresponding solutions can be proposed:reconstructing knowledge from"branch disciplines"to"problem domains",innovating methods by integrating mixed methods and complexity para-digms,and instituting reforms to build a flexible disciplinary structure and evaluation system,thereby overcoming the para-digm crisis of teacher education discipline in the post-disciplinary era.
姚琳;孙懿
西南大学教育学部,重庆 400715西南大学教育学部,重庆 400715
社会科学
后学科时代教师教育学范式突破路径
post-disciplinary erateacher education disciplineparadigmbreakthrough path
《教师教育研究》 2026 (3)
1-6,6
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