【摘要】 生成与培育理论思维是教师内部与外部发展动因的客观需要，基于理性思辨、田野观察与深度访谈，凝练出教师理论思维的四条生成逻辑。第一，理论视角的拓展与提升逻辑，意味着教师理论视角的数量从惯性单一到多元丰富、理论视角的质量从无序零散到系统结构、理论视角的意识状态从“自在”到“自觉”的拓展提升。第二，具体与抽象的思维转换逻辑，意味着教师经验的理论化与教师理论的情境化，从本质上来说是从感性具体到抽象规定再到理性具体的思维转换过程。第三，个人理论与公共理论的转化逻辑，意味着教师能够实现不同形态理论之间的多重、多向转化。第四，理实互动中熟悉与陌生的双向转化逻辑，意味着教师与实践的距离在熟近与生远之间的张力与转化、教师思考问题的方式在旧与新之间的张力与转化、教师与理论的关系在“上手”与“在手”之间的张力与转化。更多还原

【Abstract】 Generating and cultivating theoretical thinking is the objective need of teachers’ internal and external development motivation. Based on rational speculation, field observations and in-depth interviews, the paper summarizes four generative logics of teachers’ theoretical thinking: First, the logic of expanding and elevating teachers’ theoretical perspectives. This signifies the progression from habitual singularity to pluralistic richness in the quantity of teachers’ theoretical viewpoints, from disordered fragmentation to systematic structure in their quality, and from a state of "being-in-itself" to "being-for-itself" in the consciousness of these perspectives. Second, the logic of shifting between concrete and abstract thinking. This entails the theorization of teachers’ practical experiences and the contextualization of theoretical knowledge, fundamentally representing a cognitive transformation from perceptual concreteness to abstract conceptualization, and ultimately to rational concreteness. Third,the logic of transforming personal theories into public theories. This indicates teachers’ capacity to achieve multiple,multidirectional conversions between different forms of theory. Fourth, the logic of bidirectional conversion between the familiar and the unfamiliar in theory-practice interaction. This reflects the dynamic tension and transformation in teachers’ relationship with practice(between closeness and distance), their problem-solving approaches(between the conventional and the innovative), and their engagement with theory(between "ready-to-hand" and "present-at-hand").更多还原