重新理解教师偏见

发布时间：2019-05-11 01:43

【摘要】：教师偏见是一种态度、情感和行为趋势。教师偏见来自于教师个人生活史的建构和主流价值观、社会制度、教育法律法规等外部型构;教师偏见具有自律和他律的特点,但主要是自律,是一个从自律到他律然后再到自律的螺旋式上升的过程。教师偏见是教师内心的冲突和挣扎,教师在权力化的师生关系、班级规模、教师评价制度、教育效率中寻求偏见的外部话语与教师职业道德的内在话语的平衡。
[Abstract]:Teacher prejudice is a trend of attitude, emotion and behavior. Teacher prejudice comes from the construction of teachers' personal life history and the external structure of mainstream values, social systems, educational laws and regulations, etc. Teacher prejudice has the characteristics of self-discipline and heteronomy, but it is mainly self-discipline, which is a spiral rising process from self-discipline to heteronomy and then to self-discipline. Teacher bias is a conflict and struggle in the teacher's heart. Teachers seek the balance between the external discourse of prejudice and the internal discourse of teachers' professional ethics in the power of teacher-student relationship, class size, teacher evaluation system, and educational efficiency.
【作者单位】： 首都师范大学;
【基金】：徐玉珍教授主持的全国教育科学“十一五”规划教育部重点课题《中国课程教学三十年:教师生活史的视角》(DAA090135)子课题研究成果之一
【分类号】：G451
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本文编号：2474155