摘要
本文从后人类主义与教育生态学视角出发,系统探讨智能时代文科转型背景下外语教师身份认同危机与重构路径。研究构建“技术——文化——教育”三维互动框架,揭示外语教师的身份危机源于技术理性与人文价值的张力、工具理性与教育本质的冲突;提出身份重构需实现从“知识传授者”到“文化中介者”、从“语言专家”到“跨学科协调者”的范式转换;并论证新型身份认同应建立在“技术赋能——文化调适——教育创新”的动态平衡之上。研究提出了“适应性专业主义”理论,通过技术批判、文化主体性建构与学习生态设计的协同机制,为智能时代文科教师的专业发展提供新的理论视角和实践框架。
From the perspectives of posthumanism and educational ecology,this study systematically explores the identity crisis and reconstruction path of foreign language teachers in the Context of liberal arts transformation in the intelligent era.A three-dimensional interactive framework of“Technology-Culture-Education”is constructed,revealing that the identity crisis of foreign language teachers stems from the tension between technological rationality and humanistic values,as well as the conflict between instrumental rationality and the essence of education.The study proposes that identity reconstruction requires a paradigm shift:from“knowledge transmitter”to“cultural mediator”,and from“language expert”to“interdisciplinary coordinator”.It also demonstrates that the new type of identity should be built on the dynamic balance of“technology empowerment-cultural adaptation-educational innovation”.Additionally,the study puts forward the theory of“Adaptive Professionalism”,which provides a new theoretical perspective and practical framework for the professional development of liberal arts teachers in the intelligent era through the collaborative mechanism of technological criticism,cultural subjectivity construction,and learning ecology design.
出处
《课程与教学研究展望》
2025年第3期39-45,共7页
Curriculum and Instruction Research Outlook
基金
湖南省社会科学成果评审委员会课题“民族地区外语教师的身份认同及专业发展研究”(项目编号:XSP2023WXC034)阶段性研究成果
怀化学院教学改革研究项目《数智时代高校外语教师跨学科身份转型的张力调适与协同发展机制研究》(202535)。
关键词
智能时代
外语教师
专业认同
身份重构
三维框架
后人类主义
适应性专业主义
Intelligent Era
Foreign Language Teachers
Professional Identity
Identity Reconstruction
Three-Dimensional Framework
Posthumanism
Adaptive Professionalism
