新手教师现场学习力何以提升？——基于库伯体验学习理论的路径探析

How Can New Teachers Improve Their On-Site Learning Capacity? —An Analysis of Approaches Based on Kolb’s Experiential Learning Theory

摘要: 在教师专业发展中，新手教师的现场学习力已成为教师教育研究的新方向。教师的工作是基于这些教学场景的现场性工作，与此相对应，教师最有价值的学习方式也应是扎根于现场的学习，现场学习力则是支撑这种现场学习的核心驱动力。从本质来看，新手教师现场学习力的形成遵循库伯体验学习理论的内在逻辑：通过外部经验的逐步实现向内在能力的转化。具体而言，新手教师以“具身参与”获取经验、以“辩证思维”加工经验、以“理论知识”升维经验、以“实践应用”显现能力，最终形成“现场感知–批判反思–理论转化–行动应用”的逻辑闭环。基于此，为有效提升新手教师现场学习力，可以从以下方面着手：创设新手教师融合情境，赋能现场感知能力提升；激发新手教师问题探究意识，助力批判反思养成；构建新手教师学习共同体，驱动理论转化落地；培育新手教师教育智慧，推动行动研究深化。

Abstract: In the context of teacher professional development, the on-site learning capacity of novice teachers has emerged as a new direction in teacher education research. Since a teacher’s work is inherently grounded in these classroom settings, the most valuable form of learning for teachers should likewise be rooted in the classroom; on-site learning capacity serves as the core driving force underpinning this type of learning. Essentially, the development of novice teachers’ on-site learning capacity follows the intrinsic logic of Cooper’s experiential learning theory: the gradual transformation of external experiences into internal competencies. Specifically, novice teachers acquire experiences through “embodied participation,” process them through “dialectical thinking,” elevate their understanding through “theoretical knowledge,” and demonstrate their competencies through “practical application,” ultimately forming a logical closed loop of “on-site perception - critical reflection - theoretical transformation - action application.” Based on this, to effectively enhance novice teachers’ on-site learning capacity, the following approaches can be adopted: creating integrated learning contexts for novice teachers to empower the development of on-site perception; stimulating their curiosity for problem-based inquiry to foster critical reflection; building learning communities for novice teachers to drive the practical application of theoretical knowledge; and cultivating their pedagogical wisdom to deepen action research.