摘要
教师是有着深厚社会历史性的人类存在方式。一个民族的社会历史发展进程深深地影响着这个民族对教师这一独特人类存在方式的理解。近代以来,受西学东渐以及白话文运动的影响,我国教师教育研究被本质主义哲学思潮支配下的“理念式”话语以及整体主义哲学思潮支配下的“角色式”话语所垄断,而我国传统文化中表征人在复杂生活情境中存在样态的“形象”概念逐渐淡出研究者的视野。这种还原主义思维模式下的教师教育研究存在着祛情境化、祛个人化的色彩,严重背离教师职业之本性。基于中国传统道之形而上学,对当下教师教育研究话语背后的理论基础进行批判反思,并借此阐明教师形象的内涵及其在表征教师存在样态时的情境性、整全性、建构生成性以及个体差异性特征。在建设高质量教师教育体系的当下,丰富教师形象研究有助于我们回归对教师职业的切身性理解,拓展对教师职业的理解空间,进而有助于彰显教师职业的卓越品质,澄明教师职业的内在本性。
Teacher is a profound socio-historical way of human existence.The socio-historical development process of a nation deeply affects its understanding of teachers as a unique way of human existence.Since modern times,influenced by the spread of Western learning to the east and the vernacular literature movement,the discourse of teacher education research in China has been monopolized by the"idea-based"discourse dominated by essentialist philosophical thoughts and the"role-based"discourse dominated by holism philosophical thoughts.However,the concept of"image",which represents the existence of human beings in complex life situations in Chinese traditional culture,has gradually faded from the perspective of researchers.Teacher education research under this reductionist mode of thinking has the color of removing situationization and individuation,which seriously goes against the nature of the teacher profession.Based on the traditional Chinese metaphysics of Tao,this paper critically reflects on the theoretical basis behind the current discourse of teacher education research,and thus uses them to illustrate the connotation of teacher image and its situational,constructive,holistic and individual differences in characterizing the existence of teacher.In the current era of constructing a high-quality teacher education system,enriching teachers'image research can help us to return to the personal understanding of the teacher profession,expand the understanding space of the teacher profession,and then help to highlight the excellent quality of the teacher profession,and clarify the inherent nature of the teacher profession.
作者
王志鹏
WANG Zhipeng(Institute of Education Sciences,Northwest Normal University,Lanzhou,Gansu,730070,China)
出处
《教育与教学研究》
2023年第7期75-91,共17页
Education and Teaching Research
基金
国家社科基金2021年度西部项目“构建促进民族地区义务教育高质量发展机制研究”(编号:21XMZ034)。
