专业发展视域下教师文化境遇与文化重构
|
摘要
教师作为文化性存在是教师专业发展的认识基础。在专业发展视域下对教师文化境遇的反思是新时期推动教师专业化合理发展,更新教师专业文化的前提。目前,教师专业发展遭遇的文化困境主要表现为:狭隘的学科专业意识窄化了教师专业视野;对专业性的过度关注而缺少公共精神的支撑;制度规约文化下教师专业发展趋同化压抑了教师多元发展;道德规范的规则倾向遮蔽了教师专业自主精神。为此,可以以教师教育课程精神转向为依托,以教师专业化制度的人文建设为外部保障,以教师主体批判反思意识培养为内核进行文化重构。
Teachers as a cultural existence is the cognitive basis for the professional development of teachers.Rethinking the cultural situation of teachers in the perspective of professional development is the prerequisite for promoting the professional development of teachers in a new era and updating the professional culture of teachers.At present,the cultural dilemma encountered by teachers' professional development is mainly manifested in the following aspects:narrow professional awareness of disciplines narrows the professional vision of teachers;excessive attention to professionalism lacks support from public spirit;and the development of teacher professionalism tends to temper teachers under institutional regulation culture diversified development;the rule of ethics tends to obscure the professionalism of teachers.Based on the spirit of the teacher education curriculum a cultural reconstruction should therefore be carried out with the humanistic construction of the teacher professional system as the external guarantee,and the of the teacher's subject critical reflection consciousness culture shall be taken as the core.
Teachers as a cultural existence is the cognitive basis for the professional development of teachers.Rethinking the cultural situation of teachers in the perspective of professional development is the prerequisite for promoting the professional development of teachers in a new era and updating the professional culture of teachers.At present,the cultural dilemma encountered by teachers' professional development is mainly manifested in the following aspects:narrow professional awareness of disciplines narrows the professional vision of teachers;excessive attention to professionalism lacks support from public spirit;and the development of teacher professionalism tends to temper teachers under institutional regulation culture diversified development;the rule of ethics tends to obscure the professionalism of teachers.Based on the spirit of the teacher education curriculum a cultural reconstruction should therefore be carried out with the humanistic construction of the teacher professional system as the external guarantee,and the of the teacher's subject critical reflection consciousness culture shall be taken as the core.
引文
[1]克利福德·格尔茨.文化的解释[M].韩莉,译.南京:译林出版社,2008.
[2]李学书,范国睿.生命哲学视域中教师生存境遇研究[J].教师教育研究,2016(1).
[3]孟建伟.教育与文化———关于文化教育的哲学思考[J].教育研究,2013(3).
[4]冯友兰.中国哲学简史[M].北京:北京大学出版社,2013.
[5]叶澜,白益民.教师角色与教师专业发展新探[M].北京:教育科学出版社,2001.
[6]舒志定.传统文化视域中教师专业发展方向及创造性转换[J].陕西师范大学学报(哲学社会科学版),2013(6).
[7]雅斯贝尔斯.什么是教育[M].邹进,译.北京:生活·读书·新知三联书店,1991.
[8]佐藤学.教师花传书:专家型教师的成长[M].陈静静,译.上海:华东师范大学出版社,2016.
[9]曹永国,范太峰.教师专业发展亟需返璞归真[J].教育学术月刊,2017(2).
[10]薛晓阳.教师教育的理想:技术标准抑或道德信仰[J].教师教育研究,2016(6).
[11]佐藤学.课程与教师[M].钟启泉,译.北京:教育科学出版社,2003.
[12]罗伯特·罗伯茨.美德与规则[C]//徐向东.美德伦理与道德要求.南京:江苏人民出版社,2007.
[13]帕克·帕默尔.教学勇气:漫步教师心灵[M].吴国珍,等,译.上海:华东师范大学出版社,2013.
[14]康德.实践理性批判[M].韩水法,译.北京:商务印书馆,2009.
[15]金生鈜.理解与教育:走向哲学解释学的教育哲学导论[M].北京:教育科学出版社,1997.
[16]万海英.孟子“先立乎其大”的哲学方法论:从“大体”、“小体”之辩谈起[J].孔子研究,2014(1).
[17]车丽娜.教师文化的嬗变与建议[M].北京:中国社会科学出版社,2015.
[18]亨利·A.吉鲁.教师作为知识分子:迈向批判教育学[M].朱红文,译.北京:教育科学出版社,2008.
[2]李学书,范国睿.生命哲学视域中教师生存境遇研究[J].教师教育研究,2016(1).
[3]孟建伟.教育与文化———关于文化教育的哲学思考[J].教育研究,2013(3).
[4]冯友兰.中国哲学简史[M].北京:北京大学出版社,2013.
[5]叶澜,白益民.教师角色与教师专业发展新探[M].北京:教育科学出版社,2001.
[6]舒志定.传统文化视域中教师专业发展方向及创造性转换[J].陕西师范大学学报(哲学社会科学版),2013(6).
[7]雅斯贝尔斯.什么是教育[M].邹进,译.北京:生活·读书·新知三联书店,1991.
[8]佐藤学.教师花传书:专家型教师的成长[M].陈静静,译.上海:华东师范大学出版社,2016.
[9]曹永国,范太峰.教师专业发展亟需返璞归真[J].教育学术月刊,2017(2).
[10]薛晓阳.教师教育的理想:技术标准抑或道德信仰[J].教师教育研究,2016(6).
[11]佐藤学.课程与教师[M].钟启泉,译.北京:教育科学出版社,2003.
[12]罗伯特·罗伯茨.美德与规则[C]//徐向东.美德伦理与道德要求.南京:江苏人民出版社,2007.
[13]帕克·帕默尔.教学勇气:漫步教师心灵[M].吴国珍,等,译.上海:华东师范大学出版社,2013.
[14]康德.实践理性批判[M].韩水法,译.北京:商务印书馆,2009.
[15]金生鈜.理解与教育:走向哲学解释学的教育哲学导论[M].北京:教育科学出版社,1997.
[16]万海英.孟子“先立乎其大”的哲学方法论:从“大体”、“小体”之辩谈起[J].孔子研究,2014(1).
[17]车丽娜.教师文化的嬗变与建议[M].北京:中国社会科学出版社,2015.
[18]亨利·A.吉鲁.教师作为知识分子:迈向批判教育学[M].朱红文,译.北京:教育科学出版社,2008.