【摘要】 教师理论自觉是实现教育高质量发展的重要支撑,其思想基础由自觉观、教师观、教育观与理实观等构成,并涵盖理论态度自觉、理论学习自觉、理论辨析与选择自觉、理论应用与反思自觉、理论改造与创生自觉等要素。它具有主体层面上的关系性与主体性、对象层面上的综合抽象性与动态性和样态层面上的批判超越性与反思性等本质特征。教育高质量发展背景下,教师理论自觉受内部因素(教师学习的知识与相关经验基础、教师发展需求与角色期待、教师思维方式与教育教学价值信念等)、外部因素(社会文化与制度环境、教师评价与支持体系、教师专业互动与学习发展、理论匹配与资源供给等)以及主体实践因素(他向学习性实践品质、我向反思性实践品质以及交往实践与合作学习品质等)的共同影响。教师理论自觉的培育机制包括外部性机制、内部性机制以及中介性机制三大机制。更多还原

【Abstract】 Teachers’ theoretical consciousness serves as an important pillar for achieving high-quality educational development. Its conceptual foundation is built upon perspectives of consciousness, teaching,education, and theory-practice integration, encompassing key dimensions such as conscious theoretical attitudes, active theoretical learning, critical theoretical discernment and selection, reflective theoretical application, and innovative theoretical adaptation and generation. Furthermore, it demonstrates essential characteristics including relationality and agency at the subject level, comprehensive abstraction and dynamism at the object level, and critical transcendence and reflexivity at the modal level. Within highquality development of education contexts, the development of teachers’ theoretical consciousness is shaped by three interdependent factors:(1) internal factors( teachers’ knowledge and relevant experiential foundation, professional development needs and role expectations, cognitive schemas, and pedagogical value beliefs);(2) external factors( sociocultural and institutional environments, teacher evaluation and support systems, professional collaboration and learning networks, and theory-resource alignment); and(3) praxis-oriented factors( quality of other-directed learning practices, self-reflective practice dispositions, and communicative-collaborative learning engagement). The cultivation mechanism of teachers’ theoretical consciousness consists of three major mechanisms: external mechanism, internal mechanism, and mediating mechanism.更多还原