教师教育观念形成的社会学解读

发布时间：2018-05-01 22:19

本文选题：教师教育观念 + 社会学解读　；参考：《辽宁师范大学学报(社会科学版)》2012年04期

【摘要】：教师教育观念作为教师个体成长的"伴生物",是教师文化的核心构成元素,具有稳定性和可塑性。依据结构功能理论,教师身处和谐社会体系之中,其行为不可避免地受到体系结构的规约,教师教育观念是在角色扮演过程中逐渐形成的,来自学校或其他专业团体的外部支持对教师教育观念的形成具有重要作用。社会冲突理论则认为,教师作为教育实践活动的主体,其教育观念的形成是教师进行主动社会建构的结果,教师应该担负起建构个人教育观念的主要责任。而符号互动理论则强调,个体不能无视和脱离社会结构与情境的影响,教师教育观念的形成过程就是教师在特定的社会环境中,不断地与他人互动、对话、沟通的动态发展历程。
[Abstract]:The concept of teacher education, as the "companion organism" of teacher's individual growth, is the core element of teacher culture and has stability and plasticity. According to the theory of structure-function, teachers are in the harmonious social system, and their behavior is inevitably regulated by the system structure. The concept of teacher education is gradually formed in the process of role-playing. External support from schools or other professional groups plays an important role in the formation of teachers' educational concepts. The theory of social conflict holds that as the main body of educational practice, the formation of teachers' educational concept is the result of teachers' active social construction, and teachers should bear the main responsibility of constructing individual educational concepts. On the other hand, the theory of symbolic interaction emphasizes that individuals can not ignore and separate from the influence of social structure and situation. The forming process of teachers' educational concept is that teachers interact and talk with others constantly in a specific social environment. The dynamic course of communication.
【作者单位】：中州大学特殊教育学院;辽宁师范大学教育学院;
【基金】：教育部人文社会科学一般项目(11YJA880045)
【分类号】：G451.1

【共引文献】