摘要
20世纪80年代兴起于美国的教师增能赋权运动是全球新一轮教育改革的重要主题,但推行至今仍然没有得到完全落实。教师抗逆力是20世纪90年代西方发达国家为解决教师倦怠、教师离职等问题逐渐兴起的研究领域。对比发现,增能赋权与教师抗逆力都坚持关系论思维视角、主张内外因素交互作用、倡导资源联结的实践策略。由此看来,通过激活抗逆力实现教师增能赋权,不失为一种路径选择:观念上倡导教师内外资源对接,内容上兼顾内外保护因素协调,策略上推行导航与协商双线推进。
The teacher empowerment movement that emerged in the United States in the 1980s is an important topic of the new round of global educational reform. And up to now, it hasn t been fully implemented. The research field of teacher resilience grew up gradually in the 1990s for resolving the problems of teacher burnout and teacher demission in western developed countries. In comparison, both teacher resilience and teacher empowerment insist the view of relationship theory, propose the interactivity of internal and external factors, and initiate the practice strategy of resource coupling. Therefore, realizing teacher empowerment through stimulating resilience is a path choice:proposing the interactivity of internal and external factors on ideas, harmonizing the internal and external protective factors on contents, and pushing the navigation and negotiation on strategies.
作者
田国秀
李冬卉
TIAN Guo-xiu;LI Dong-hui
出处
《华南师范大学学报（社会科学版）》
CSSCI
北大核心
2019年第3期58-64,192,共8页
Journal of South China Normal University：Social Science Edition
基金
北京市社会科学基金重点项目"离婚家庭的抗逆力构建研究:针对父母与孩子的交互干预方案"(16SRA004)
