教师意识研究

发布时间：2018-04-20 03:00

本文选题：教师意识 + 单子意识　；参考：《华东师范大学》2009年博士论文

【摘要】： 教师不仅仅为“师”,更根本的还是为“人”。教师之为教师的根本在于教师首先是作为整体的人而存在的。已有的教师发展研究均把教师视作单向度的人,专业社会学取向的教师发展研究聚焦于作为“专业人”的教师发展上,教育学取向的教师发展研究聚焦于作为“实践人”的教师发展上,这些取向的研究均割裂了教师作为整体的人的存在,需要被根本超越。教师意识是教师作为整体的人存在的前提。换言之,教师意识是教师作为整体的人而存在的根本。因此,在成“人”的价值追求下,将教师的教学实践和生活世界相联系,对教师意识展开研究,以此促进教师的整体发展,就显得十分重要和必要了。据此,在审思已有的教师意识研究的基础上,围绕“在应然状态下,教师意识应该是什么”,“在实然状态下,教师意识实际上是什么”,“教师意识如何从实然状态向应然状态发展”三个问题,采用哲学思考法、解释现象学方法、行动研究和文献研究法等方法展开研究,试图建构一个有关教师意识的从理论到实践的完整构架。研究所得主要观点如下: 第一,教师意识之本体即关系意识。依据关系哲学的关系本体和知觉现象学的知觉意识观,承接并超越已有的教师意识本体的研究,提出并构建了关系意识。关系意识即师生追求共同解放、自然融合的整体知觉,本质上是“我-你”关系。关系意识呈现为不同的境界,是教师知识和能力发展的源泉。第二,教师意识的实然状态主要显现为压迫意识和分离意识,两者皆为单子意识,本质上是“我-它”关系。压迫意识是对压迫的意向性,是权力意志的产物,旨在控制人并泯灭人的生命活动气息。分离意识是对分离的意向性,是社会制度或个人情感的产物,旨在桎梏人的心灵。第三,教师意识是在意向活动中发展的,实践和解放取向的方法论及其相应的方法能促进教师意识的发展。合作行动研究发现,“吾-我”关系是一切关系境界的基础;不同意识水平的教师之教师意识皆能得到发展,关系意识的发展生成了多种教师知识、提升了教师能力;教师意识的发展是一个复杂的过程,实践和解放取向的方法论和关系重建是促进教师意识发展的关键。教师意识研究为教师素质重建、教师评价改革、学校文化变革提出了新的愿景。
[Abstract]:A teacher is not only a teacher, but also a man. The essence of teachers as teachers lies in the fact that teachers are first of all people as a whole. The existing researches on teacher development all regard teachers as unidirectional people. The research of professional sociological orientation of teacher development focuses on the teacher development as a "professional person". The teacher development research of pedagogy orientation focuses on the teacher development as "practical person". The research of these orientations dissects the existence of teacher as a whole and needs to be transcended fundamentally. Teacher consciousness is the premise of teacher's existence as a whole. In other words, teacher consciousness is the foundation of teacher's existence as a whole. Therefore, under the value pursuit of "man", it is very important and necessary to link the teacher's teaching practice with the world of life and to study the teacher's consciousness so as to promote the teachers' overall development. Accordingly, on the basis of reviewing the existing research on teacher's consciousness, it revolves around "what should the teacher's consciousness be under the ought state" and "what is the teacher's consciousness in the actual state". There are three problems: how to develop the teacher's consciousness from the real state to the ought state, and the methods of philosophical thinking, phenomenological interpretation, action research and literature research are adopted to carry out the research. This paper attempts to construct a complete framework of teachers' consciousness from theory to practice. The main points of view of the Institute winners are as follows: First, the noumenon of teacher's consciousness is the consciousness of relationship. According to the relational ontology of relational philosophy and the perceptual phenomenological concept of perceptual consciousness, this paper carries on and surmounts the existing research of teacher's consciousness ontology, and puts forward and constructs the relational consciousness. The relationship consciousness is the whole consciousness of teachers and students seeking common liberation and natural fusion, which is essentially "I-you" relationship. The relationship consciousness presents different realms and is the source of teachers' knowledge and ability development. Second, the actual state of teacher's consciousness mainly appears as the consciousness of oppression and separation, both of which are singleton consciousness, which is essentially the relation of "I-it". The consciousness of oppression is the intention of oppression and the product of will of power. Separation consciousness is the intention of separation, it is the product of social system or individual emotion, aiming to shackle people's soul. Thirdly, teachers' consciousness is developed in the activity of intention. The methodology of practice and emancipation orientation and its corresponding methods can promote the development of teachers' consciousness. The research of cooperative action found that the relationship between me and I is the basis of all the relationship realms, the teachers' consciousness of teachers with different levels of consciousness can be developed, and the development of the consciousness of relationship produces a variety of teachers' knowledge and improves the teachers' ability. The development of teachers' consciousness is a complicated process, and the methodology of practice and emancipation orientation and the relationship reconstruction are the key to promote the development of teachers' consciousness. The research of teachers' consciousness provides a new vision for teachers' quality reconstruction, teacher evaluation reform and school culture reform.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G451.1

【引证文献】