教师权威的发生学研究

发布时间：2018-07-16 08:09

【摘要】：教师权威一直以来都是教育界热议的话题,国内外学者们对其做了大量的研究。经梳理后发现,研究主要涉及的是教师权威是什么和教师权威如何建立问题,对教师权威的发生发展过程以及发生机理并没有深入的思考研究。发生学作为一种分析研究事物起源、发展和规律的方法,亦适用于分析教师权威的发生发展过程和探讨教师权威的规律。论文主要以发生学原理作为理论基础,从起源、发展过程、发生机理三个方面对教师权威进行分析研究。在研究教师权威发展过程时,分别从教师制度权威和教师个人权威两个方面进行探讨。基于发生学的方法,教师权威经历了原始社会的个人权威萌芽时期、农业社会——工业社会的制度权威彰显时期和信息社会教师权威的消解与重构时期三阶段。教师权威的发生学研究中最重要的部分是探析教师权威的发生机理,这包括分析教师权威的存在方式问题和探寻教师权威的发生机制问题。前一个问题主要围绕“教师”和“学生”两者的关系展开,就目前的教师权威存在方式主要包括专制型教师权威、放纵型教师权威、教师主导学生主体型教师权威和主体间性型教师权威四种。这其中,前三种将“教师”与“学生”分别作为教师权威的主体或客体,将教师与学生对立起来,是不平等的师生关系,主体间性型教师权威将“教师”与“学生”用“教学活动”这个中介客体连接起来,形成了相互理解的师生关系,有利于真正的教师权威的形成和作用。教师权威的发生机制问题围绕教师权威的触发机制、教师权威的生成基础、教师权威的发展引擎和教师权威形成的标志四个环节展开。具体而言,教育需要触发了教师权威的发生,师生互信构成了教师权威生成的基础,教育理想牵引着教师权威的发展方向并为教师权威的发展注入不竭的动力,教学风格标志着教师权威的形成。论文最后,结合研究的结果分别从教师制度权威和教师个人权威两方面分析教师权威的制约因素,并分别提出各自的优化策略和建议,以期能为教师建立权威、发展权威做出指导。
[Abstract]:The authority of teachers has always been a hot topic in the field of education, and scholars at home and abroad have done a lot of research on it. After combing, it is found that the research mainly involves what the teacher authority is and how to establish the teacher authority, and there is no deep research on the occurrence and development process and the mechanism of the teacher authority. As a method of analyzing the origin, development and law of things, generology can also be used to analyze the process of occurrence and development of teacher authority and to discuss the law of teacher authority. Based on the theory of generology, this paper analyzes the authority of teachers from three aspects: the origin, the development process and the mechanism of occurrence. In the course of studying the development of teacher authority, this paper probes into the authority of teacher system and the authority of teacher. Based on the method of generology, the authority of teachers has experienced three stages: the budding period of individual authority in primitive society, the period of displaying institutional authority of agricultural society and industrial society, and the period of deconstruction and reconstruction of teacher authority in information society. The most important part in the study of teacher authority is to explore the mechanism of teacher authority, which includes analyzing the existence of teacher authority and exploring the occurrence mechanism of teacher authority. The former problem mainly revolves around the relationship between "teacher" and "student". The existing mode of teacher authority includes autocratic teacher authority and indulgent teacher authority. There are four types of teacher authority: teacher leading student subject and inter-subject teacher authority. Among them, the first three types regard "teacher" and "student" as the subject or object of the teacher's authority, and put the teacher and the student in opposition, which is an unequal teacher-student relationship. The inter-subjectivity teacher authority connects "teacher" and "student" with the intermediary object of "teaching activity", and forms the teacher-student relationship of mutual understanding, which is conducive to the formation and function of real teacher authority. The occurrence mechanism of teacher authority revolves around the trigger mechanism of teacher authority, the generating foundation of teacher authority, the development engine of teacher authority and the sign of teacher authority formation. In particular, the need for education triggers the occurrence of teacher authority. Mutual trust between teachers and students constitutes the basis for the generation of teacher authority. The educational ideal leads to the development direction of teacher authority and infuses inexhaustible power into the development of teacher authority. Teaching style marks the formation of teacher authority. Finally, combined with the results of the study, this paper analyzes the restrictive factors of teacher authority from two aspects: the authority of teacher system and the authority of individual teacher, and puts forward their own optimization strategies and suggestions respectively, in order to establish the authority for teachers. Development authority gives guidance.
【学位授予单位】：江苏师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G451

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