教师自主：一种审视教师发展的视角
发布时间：2018-09-11 19:05
【摘要】： 作为普遍的、基本的人类需要,自主是人类自组织行动的自然倾向,它以独立、自由、自我决定和主动创造为主要特征。教师自主具有存在的内在价值和意义。这不仅因为全球化、信息化思潮的兴起、终生学习理念的推行向教师提出了转变角色、自主创新、促进学生自主学习和职业技能更新的新要求,更在于教师生命内蕴的主动性、自觉性与创造冲动,需要历经自在到自为的转换才能唤醒和激发。因此,本文立足于教师生命自主的视角,以教师与外部环境的交互作用为主线,在对已有研究进行分析、梳理与辨析的基础上,对“教师自主”这一概念进行了情境化的多维阐释,进而从自主的视角对中国古代的教师发展进行了全面的审视,并对当代中国教师发展的权责边界、现实困境以及教师自我超越的现实路径进行了分析与探究。 从论文的篇章结构上说,本文主要包含以下三大部分:论文的第一部分(第一章)以已有研究的反思、人之自主的历史考察为基础,对“什么是教师自主”这一问题进行了情境化的多维阐释:其一,在对外的向度中,教师自主即超越强制的自我解放,主要表现为人际关系中的自主、制度中的自主和工具规范中的自主。其二,在对内的向度中,教师自主即内部增能的自我超越,主要表现为教学中的自主、学习中的自主和日常生活中的自主。 论文的第二部分(第二章、第三章、第四章)对中国教师自主的状况进行了历史考察,并对当代中国教师自主的现实困境进行探讨。具体而言,这一部分主要包含以下三方面的内容:其一,从自主的视角对中国古代的教师发展进行了透视,对中国教师缘起中的自主创造、官方经学教育对经师的控制及其现实策略、道统中的“成己”“成人”之道及其衍化进行了详尽的分析与探讨。研究结论表明:①先知圣贤的经验传递与文化创生、王宫之师的文化传承、孔子的“述而不作”与“诲人不倦”既标示着中国教师的缘起,又是教师自主创造的集中表达。②随着国家的统一,封建统治者凭借养民、保民获得的特权,国家有意识地用行政手段限定语言文字和选择教师的范围、采用法典和制度化策略控制教师、以权威决断压缩教师功能至传递等策略对教师进行规限。面对外部的严格规限,一部分知识分子高扬“道学”的大旗捍卫真理。他们以“成己”“成人”之道的言说与践行,彰显了中国古代教师自主创造的集体智慧。 其二,对中国近代“新教育”中的教师自主进行了详尽的分析和探讨。研究结果表明:①洋务运动因应国难的现实挑战,开始了由外国语教育到技术教育再到科学知识教育的艰难探索。这一教育改革的尝试,一方面使中国教育突破了儒家伦理教育的藩篱,走上与世界沟通的旅程;另一方面又把教师降格为执行外部预设方案的工具,使中国教师发展走上了职业化的道路。②《奏定学堂章程》的颁布实施,不仅实现了中国教育的制度化,而且使中国教师发展由自发走向了自为的专业化发展。③民国时期,伴随新文化运动而起的教育独立运动,开始了中国教师自觉维权的专业化历程。这一时期的教师,一方面以高度的社会责任心强调学术研究的独立、自我能力的提升和教师专业基准的统一,另一方面以不畏艰难的抗争抵制国民政府对教育的不当干预、争取自己应有的权利。 其三,对中国当代重提教师自主的基础、现实背景以及演化进程进行了探究,并对当前教师自主面临的现实困境进行了详尽的分析。研究结论表明,中国当代重提教师自主是对新中国建国初期17年教育改革的继承与发展。综观中国当代教师自主的外部环境,我们可以得出以下三点整体认识:①管理体制纵向分层、横向分类的变革构想及其实施,意味着教师作为一个群体拥有了自己特有的自主空间,而权责关系的平衡规则,又对教师自主范围内的责任进行了相应的规约。②作为规定权限的载体,法律、法规不仅赋予教师从事教学、研究、参与管理、进修培训等多种权力,同时也要求教师培养具有当代社会生活必备素养的一代新人,从而对当代中国教师提出了巨大挑战。在外部赋权的现实背景下,当代中国教师面临的现实困境在于,知识“箱格化”造成了公共话语丧失、教师自我反思的缺乏导致了思维固化和个人主义教学文化阻碍了资源的流动三大方面。 论文的第三部分(第五章)以“新基础教育”研究为依托,对教师在创设发展生境中的变化过程及其原因进行了“溯因推理”。研究结论表明:学校外部环境对教师发展和学生主动发展的关注,使得以条块分割为典型特征的校内组织无法承担学校应有的育人功能,这是组织重心下移的最初起因。但权力空间的拥有,恰恰彰显了各类人员(学校领导、第一责任人、学科教师、班主任)的能力不足。此种情况下,各类人员的专门研训、校内资源的多向流动、教师之间的差异和学校制度的及时变更是教师自我发展的重要条件。另一方面,随着教师探究能力的提升,教师研究学生、研究教学、自我学习等方面的自主创造又促进了校内学习资源的丰富,而伴随全程的多层综合则保证了校内外优质资源的有效积聚与辐射。总之,教师在创设发展生境过程中的自主创造随着改革的深入日渐增强。
[Abstract]:As a universal and basic human need, autonomy is the natural tendency of human self-organization. It is characterized by independence, freedom, self-determination and active creation. Teachers'autonomy has intrinsic value and significance of existence. This is not only because of globalization and the rise of information trend of thought, but also because of the change of lifelong learning concept to teachers. The new requirements of roles, independent innovation, and the promotion of students'autonomous learning and renewal of vocational skills lie more in the initiative, consciousness and creative impulse inherent in teachers' lives, which need to undergo the transition from freedom to action to arouse and stimulate. Based on the analysis of the existing research, combing and discriminating, this paper makes a situational multi-dimensional interpretation of the concept of "teacher autonomy", and then makes a comprehensive survey of the development of teachers in ancient China from the perspective of autonomy. It also examines the boundaries of power and responsibility, the dilemma of reality and the reality of teachers'self-transcendence in Contemporary China. The path is analyzed and explored.
From the structure of the paper, this paper mainly contains the following three parts: The first part of the paper (Chapter 1) based on the reflection of the existing research and the historical investigation of human autonomy, it gives a situational multi-dimensional interpretation of the problem of "what is teacher autonomy". First, in the external dimension, teacher autonomy is beyond compulsion. Self-liberation is mainly manifested in the autonomy of interpersonal relationships, the autonomy of institutions and the autonomy of instrumental norms. Secondly, in the internal dimension, teacher autonomy is the self-transcendence of internal empowerment, which is mainly manifested in teaching autonomy, learning autonomy and daily life autonomy.
The second part of the thesis (Chapter 2, Chapter 3, Chapter 4) makes a historical investigation of the situation of teacher autonomy in China, and discusses the realistic dilemma of teacher autonomy in contemporary China. Specifically, this part mainly includes the following three aspects: First, from the perspective of autonomy, a perspective of the development of teachers in ancient China. The independent creation in the origin of Chinese teachers, the control of the official Confucian classics education over the Confucian classics teachers and their realistic strategies, the way of "becoming oneself" and "becoming adults" in the Taoist tradition and their derivation are analyzed and discussed in detail. With the unification of the country, the feudal rulers, by virtue of the privileges of supporting the people and protecting the people, deliberately used administrative means to limit the scope of language and the choice of teachers, adopted codes and institutionalized strategies to control teachers and exercised power. Some intellectuals hold high the banner of "Taoism" to defend the truth in the face of the strict external restrictions. Their words and practices of "becoming oneself" and "becoming an adult" highlight the collective wisdom created by teachers in ancient China.
The results show that: (1) The Westernization Movement, in response to the realistic challenges of the national crisis, began a difficult exploration from foreign language education to technical education and then to scientific knowledge education. The barrier of family ethics education leads to a journey of communication with the world. On the other hand, it demotes teachers as a tool for implementing external presupposition plans, which leads to the professionalization of Chinese teachers'development. (3) During the period of the Republic of China, the educational independence movement accompanied by the New Culture Movement began the process of professionalization of Chinese teachers'self-conscious protection of their rights. It is hard to resist the national government's improper intervention in education and strive for its due rights.
Thirdly, this paper explores the basis, realistic background and evolution process of revisiting teacher autonomy in contemporary China, and makes a detailed analysis of the current dilemma of teacher autonomy. In the external environment of teacher autonomy, we can draw the following three overall understandings: 1. The idea of vertical stratification and horizontal classification of management system and its implementation mean that teachers as a group have their own unique autonomous space, and the balance of power and responsibility rules also stipulate the responsibilities within the scope of teacher autonomy. (2) As the carrier of prescribed authority, laws and regulations not only endow teachers with the power to engage in teaching, research, participation in management and further training, but also require teachers to train a new generation with the necessary qualities of contemporary social life, which poses a great challenge to contemporary Chinese teachers. The dilemma faced by teachers lies in the loss of public discourse caused by the boxed knowledge, the lack of teachers'self-reflection, the solidification of thinking and the hindrance of individualistic teaching culture to the flow of resources.
The third part (Chapter Five) of the thesis, based on the research of "New Basic Education", makes "retrospective reasoning" on the process and causes of teachers'change in creating development habitats. The law undertakes the educational function that the school should have, which is the initial cause of the downward shift of the organization's center of gravity. However, the possession of power space just shows the inadequacy of the abilities of all kinds of personnel (school leaders, first responsible persons, subject teachers, class teachers). The timely change of school system is an important condition for teachers'self-development. On the other hand, with the improvement of teachers' inquiry ability, teachers'self-creation in researching students, teaching and self-learning promotes the enrichment of learning resources in schools, while the multi-level synthesis along with the whole process ensures the effective accumulation of high-quality resources inside and outside schools. In short, teachers' autonomous creation in the process of creating developmental habitats is increasing with the deepening of reform.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G451.1
本文编号：2237603
[Abstract]:As a universal and basic human need, autonomy is the natural tendency of human self-organization. It is characterized by independence, freedom, self-determination and active creation. Teachers'autonomy has intrinsic value and significance of existence. This is not only because of globalization and the rise of information trend of thought, but also because of the change of lifelong learning concept to teachers. The new requirements of roles, independent innovation, and the promotion of students'autonomous learning and renewal of vocational skills lie more in the initiative, consciousness and creative impulse inherent in teachers' lives, which need to undergo the transition from freedom to action to arouse and stimulate. Based on the analysis of the existing research, combing and discriminating, this paper makes a situational multi-dimensional interpretation of the concept of "teacher autonomy", and then makes a comprehensive survey of the development of teachers in ancient China from the perspective of autonomy. It also examines the boundaries of power and responsibility, the dilemma of reality and the reality of teachers'self-transcendence in Contemporary China. The path is analyzed and explored.
From the structure of the paper, this paper mainly contains the following three parts: The first part of the paper (Chapter 1) based on the reflection of the existing research and the historical investigation of human autonomy, it gives a situational multi-dimensional interpretation of the problem of "what is teacher autonomy". First, in the external dimension, teacher autonomy is beyond compulsion. Self-liberation is mainly manifested in the autonomy of interpersonal relationships, the autonomy of institutions and the autonomy of instrumental norms. Secondly, in the internal dimension, teacher autonomy is the self-transcendence of internal empowerment, which is mainly manifested in teaching autonomy, learning autonomy and daily life autonomy.
The second part of the thesis (Chapter 2, Chapter 3, Chapter 4) makes a historical investigation of the situation of teacher autonomy in China, and discusses the realistic dilemma of teacher autonomy in contemporary China. Specifically, this part mainly includes the following three aspects: First, from the perspective of autonomy, a perspective of the development of teachers in ancient China. The independent creation in the origin of Chinese teachers, the control of the official Confucian classics education over the Confucian classics teachers and their realistic strategies, the way of "becoming oneself" and "becoming adults" in the Taoist tradition and their derivation are analyzed and discussed in detail. With the unification of the country, the feudal rulers, by virtue of the privileges of supporting the people and protecting the people, deliberately used administrative means to limit the scope of language and the choice of teachers, adopted codes and institutionalized strategies to control teachers and exercised power. Some intellectuals hold high the banner of "Taoism" to defend the truth in the face of the strict external restrictions. Their words and practices of "becoming oneself" and "becoming an adult" highlight the collective wisdom created by teachers in ancient China.
The results show that: (1) The Westernization Movement, in response to the realistic challenges of the national crisis, began a difficult exploration from foreign language education to technical education and then to scientific knowledge education. The barrier of family ethics education leads to a journey of communication with the world. On the other hand, it demotes teachers as a tool for implementing external presupposition plans, which leads to the professionalization of Chinese teachers'development. (3) During the period of the Republic of China, the educational independence movement accompanied by the New Culture Movement began the process of professionalization of Chinese teachers'self-conscious protection of their rights. It is hard to resist the national government's improper intervention in education and strive for its due rights.
Thirdly, this paper explores the basis, realistic background and evolution process of revisiting teacher autonomy in contemporary China, and makes a detailed analysis of the current dilemma of teacher autonomy. In the external environment of teacher autonomy, we can draw the following three overall understandings: 1. The idea of vertical stratification and horizontal classification of management system and its implementation mean that teachers as a group have their own unique autonomous space, and the balance of power and responsibility rules also stipulate the responsibilities within the scope of teacher autonomy. (2) As the carrier of prescribed authority, laws and regulations not only endow teachers with the power to engage in teaching, research, participation in management and further training, but also require teachers to train a new generation with the necessary qualities of contemporary social life, which poses a great challenge to contemporary Chinese teachers. The dilemma faced by teachers lies in the loss of public discourse caused by the boxed knowledge, the lack of teachers'self-reflection, the solidification of thinking and the hindrance of individualistic teaching culture to the flow of resources.
The third part (Chapter Five) of the thesis, based on the research of "New Basic Education", makes "retrospective reasoning" on the process and causes of teachers'change in creating development habitats. The law undertakes the educational function that the school should have, which is the initial cause of the downward shift of the organization's center of gravity. However, the possession of power space just shows the inadequacy of the abilities of all kinds of personnel (school leaders, first responsible persons, subject teachers, class teachers). The timely change of school system is an important condition for teachers'self-development. On the other hand, with the improvement of teachers' inquiry ability, teachers'self-creation in researching students, teaching and self-learning promotes the enrichment of learning resources in schools, while the multi-level synthesis along with the whole process ensures the effective accumulation of high-quality resources inside and outside schools. In short, teachers' autonomous creation in the process of creating developmental habitats is increasing with the deepening of reform.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G451.1
【引证文献】
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