我国教师身份认同流变的因素性历时趋向

发布时间：2018-12-06 20:03

【摘要】：通过对先秦至今支配阶级、普通社会民众、教育思想家和教师眼中教师身份认同流变的系统历史考察表明,我国中小学教师身份认同历史流变在因素维度上,大致呈现出如下特征:支配阶级眼中的教师身份认同流变经历了一个由尊宠依赖到控制依赖再到协商依赖、由单一取向到两极取向再到多维取向的演变过程;普通社会民众眼中的教师身份认同经历了一个由支配阶级到支配阶级中的被支配阶级再到普通民众、由自决生成到官方派生再到自我确证的演变过程;教育思想家眼中的教师身份认同经历了一个由自负任我到自主利他再到自由为我、由普世观照至系统关注再到局关爱的演变过程;教师自身眼中的教师身份认同经历了一个由社会代表者到职业工作者再到日常生活者、由文化符号到文化中介再到文化交换的演变过程。
[Abstract]:Through the systematic historical investigation of the evolution of teachers' identity in the eyes of the dominant classes, ordinary people, educational thinkers and teachers in the pre-Qin period to the present, it is shown that the historical evolution of teachers' identity in primary and secondary schools in China is in the dimension of factors. It shows the following characteristics: the evolution of teacher identity in the eyes of the dominating class has experienced a process from favoritism dependence to control dependence to negotiation dependence, from single orientation to polar orientation and then to multidimensional orientation; The teacher identity in the eyes of the ordinary people has experienced an evolution from the dominant class to the dominant class and then to the ordinary people, from the generation of self-determination to the official derivation and then to the self-corroboration. In the eyes of educational thinkers, the teacher identity has experienced a process from ego to independence and altruism to freedom for me, from universal observation to systematic concern and then to concern for the bureau. Teachers' identity in their own eyes has experienced a process from social representative to professional worker to daily life, from cultural symbol to cultural intermediary to cultural exchange.
【作者单位】：杭州师范大学教师发展研究中心;
【基金】：国家社会科学基金教育学类一般项目“教师身份认同研究:基于教师集群与个体生活构造的文化社会学考察”(BAA110013)
【分类号】：G451

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