摘要
后现代主要并非指的是一种时态,而更是一种思想态度和意识。根据后现代基本精神,通过追溯教师角色形成的社会背景,重新审视教育过程中目前被广泛认可的教师角色,以一种全面的、多元化、多层次的视角反思教师在教育过程中的地位和作用,以实现教师角色新的转换和超越,即主要教师应从二元对立中的主体身份,转换为共生关系中的“对话者”;从单纯的知识传递者,走向创造性活动的思想者和引导者;从真理的掌握者、知识的权威和学生的改造者,转变为知识的解读者、平等的对话者。
The term postmodern not only implies a tense, but also indicates a stance or opinion. The paper, from postmodern perspectives, aims to discus the social background of the formation of the
teacher's roles , reconsider the current roles of teacher with a great identification and reflect on the social status and function of teacher in the process of education. The writer claims that it is highly urgent to transform and transcend the traditional roles of teacher, from the dualistic subject to correlative dialogist, from the single instructor to the creative thinker and guide, from the authority of truth and knowledge to the equal interpreter and dialogist of knowledge.
出处
《南京师大学报（社会科学版）》
CSSCI
北大核心
2003年第4期83-88,共6页
Journal of Nanjing Normal University(Social Science Edition)
基金
教育部全国教育科学"十五"规划项目(FAB011017)
关键词
后现代精神
教师角色
教育过程
角色转换
身份
the postmodern perspectives, the roles of teacher, process of education
