中小学教师流动文化研究

发布时间：2018-10-21 08:48

【摘要】：教师流动文化是一个宏观的新思维,它根植于教师的流动活动之中,形成一系列有价值的精神文化成果。在追求教育公平与教育和谐发展的今天,中小学教师流动问题已经成为教育研究者关注的重心,对中小学教师流动文化的研究也势在必行,无论于理论完善层面还是实践指导方面都具有重要的研究价值。本研究主要围绕五个问题对教师流动文化进行探讨：第一,教师流动文化是什么。教师流动文化是指流动过程中被普遍认可并共享、共同遵循的基本认知、共同信念、价值追求以及行为方式,可以划分为理念文化、主体文化、管理文化三个维度。它作为特定群体在活动过程中所形成的精神成果,具有整体性、主体性、实践性、动态性和稳定性等不同于其他文化的重要特征。能够不断地发挥自身的导向功能、激励功能、约束功能、调试功能以及凝聚功能,以推动教师流动朝着目标方向合理、有序的进行。第二,教师流动文化从哪里来。教师流动文化是一个历史概念,它在不同时期有着不同的文化表现。以改革开放为临界点进行历史追溯,教师流动文化分别表现为权威文化与效益文化两种态势,具有不同的历史特性表现。第三,教师流动文化的应然性要求。教师流动文化作为一种特殊的文化形式,具有自身独特的文化品性。其中,理念文化以“均衡”为品性要求、主体文化以“发展”为品性要求,管理文化以“人文”为品性要求,构建起教师流动文化的理想状态。第四,教师流动文化的实然表现。通过分析发现当前中小学教师流动文化问题重重,其式微表现为：理念文化发生失落,在形式化中徘徊不前；主体文化产生错位,在功利化中迷失自我；管理文化遭到泯灭,在机械化中走向歧途。第五,教师流动文化如何实现回归。反思流动文化实然状态与应然状态之间的落差所在,积极寻找教师流动文化产生问题的原因,有针对性的从三个文化层面为其选择回归路径。保障教师流动文化的正确性与先进性,以实现教师流动的健康、有序进行。
[Abstract]:The floating culture of teachers is a new macroscopic thinking, which is rooted in the floating activities of teachers and forms a series of valuable spiritual and cultural achievements. In the pursuit of educational fairness and harmonious development of education today, the issue of teacher mobility in primary and secondary schools has become the focus of attention of educational researchers, and it is imperative to study the floating culture of teachers in primary and secondary schools. It has important research value in both theoretical and practical aspects. This study focuses on five issues: first, what is the floating culture of teachers? The floating culture of teachers refers to the basic cognition, common belief, value pursuit and behavior style that are generally recognized and shared and followed in the process of flowing, which can be divided into three dimensions: idea culture, subject culture and management culture. As a spiritual achievement formed by a specific group in the course of its activities, it has the important characteristics of integrity, subjectivity, practicality, dynamics and stability, which are different from other cultures. It can constantly play its guiding function, incentive function, constraint function, debugging function and cohesion function, in order to promote the flow of teachers to the direction of the goal reasonable and orderly. Second, where does the teacher mobile culture come from? Teacher floating culture is a historical concept, it has different cultural expression in different periods. Taking the reform and opening up as the critical point to trace back the history, the floating culture of teachers shows two kinds of situations respectively: the authoritative culture and the benefit culture, which have different historical characteristics. Thirdly, the requirement of teachers' mobile culture. As a special form of culture, the floating culture of teachers has its own unique cultural character. Among them, the ideal state of the floating culture of teachers is constructed by the idea culture with "balance" as the character requirement, the subject culture with "development" as the character requirement, the management culture with "humanity" as the character requirement. Fourth, the actual performance of teachers' mobile culture. Through the analysis, it is found that there are many problems in the floating culture of primary and secondary school teachers, the decline of which is shown as follows: the loss of the idea culture, the loss in formalization, the dislocation of the subject culture, the loss of self in the utilitarianism, the vanish of the management culture. Go astray in mechanization. Fifth, how to achieve the return of the floating culture of teachers. Reflecting on the gap between the actual state of mobile culture and the state of ought to be, actively looking for the causes of the problems in the floating culture of teachers, and choosing the return path from three cultural levels. To ensure the correctness and progressiveness of teachers' floating culture in order to realize the healthy and orderly progress of teachers' mobility.
【学位授予单位】：宁夏大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G635.1

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