优质均衡发展背景下的教师专业性与国家行动:基于政策文本的分析

发布时间：2018-04-21 15:46

本文选题：优质均衡发展 + 教师专业性　；参考：《教育理论与实践》2017年19期

【摘要】：进入实现以质量为核心的教育优质均衡发展阶段,除了保障教师的外部社会权利与地位外,国家开始加快了教师内涵式专业性的建设,实现他们专业胜任力的发展。在此背景下,政策文本中的教师专业性兼具功利主义与人文主义的价值取向,在内涵维度上表现为"师德为先",知识能力为重,专业自主权逐渐浮现,并形成了基于标准的技术管理路径、基于社群协作的建构路径以及基于反思的行动路径三种专业性建设路径。教师专业性的概念在政策文本中逐渐清晰的过程,也是通过一系列自上而下的制度化策略提升教师专业性、实现"国家意志"的国家行动。
[Abstract]:In order to realize the balanced development of quality education with quality as the core, the state has begun to speed up the construction of teachers' connotative specialty and realize the development of their professional competence, in addition to ensuring the external social rights and status of teachers. Under this background, the teachers' professionalism in the policy text has both utilitarianism and humanism value orientation. In the connotation dimension, the teachers' ethics is the first, the knowledge ability is the most important, and the professional autonomy is emerging gradually. There are three kinds of professional construction paths: standards-based technology management path, community cooperation based construction path and reflective action path. The concept of teacher professionalism in the policy text gradually clear process, but also through a series of top-down institutionalization strategies to promote the professionalism of teachers, to achieve "national will" of the national action.
【作者单位】：北京师范大学教育学部;
【分类号】：G451

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