【摘要】 教师学习作为一种制度化社会实践活动，嵌入在组织、场域和社会等层次中，渗透着多重因素。这些因素所对应的核心制度秩序，衍生出教师学习的四重制度逻辑——科层逻辑、专业逻辑、市场逻辑与社群逻辑。教师学习的多重制度逻辑蕴含着不同的价值取向，彰显出差异化的学习规则和文化选择，其张力天然存在。在实践层面，表现为工具理性与价值理性的价值取向冲突、制度规约与专业自主的规则构成冲突，以及个人主义与合作主义的文化选择冲突。这些对立与冲突正在使教师学习逐步失序并趋向异化。平衡多重制度逻辑之间的张力，重构教师学习秩序，须承认多重制度逻辑系统的张力结构并将其视为秩序变革的动能，在对立与冲突中构建意义，走向动态、开放的“争议性学习秩序”。更多还原

【Abstract】 Teacher learning, as an institutionalized social practice, is embedded in organizational, field, and societal levels, permeated by multiple factors. These factors correspond to core institutional orders, giving rise to four institutional logics of teacher learning: bureaucratic logic, professional logic, market logic, and community logic. The multiple institutional logics of teacher learning embody different value orientations, highlighting differentiated learning rules and cultural choices, with inherent tension. At the practical level, this manifests as conflicts between instrumental rationality and value rationality in terms of value orientation, conflicts between institutional constraints and professional autonomy in terms of rule formation, and conflicts between individualism and collectivism in terms of cultural choice. These oppositions and conflicts are gradually disrupting teacher learning and leading to its alienation. To balance the tension between multiple institutional logics and reconstruct the order of teacher learning, it is necessary to acknowledge the tension structure of the multiple institutional logic system and regard it as the driving force for order transformation. By constructing meaning amidst oppositions and conflicts, we can move towards a dynamic and open “controversial learning order”.更多还原