摘要
教师职业专业化是社会分工的必然产物,社会分工使教师成为一门职业。工业经济以来,社会分工越来越精细,学校也以知识传递效率为目标实施精细化分科教学,这不仅分裂了教育中知识价值与智慧价值的和谐统一,而且严重偏离了教育活动的"为人"目的,教师在此背景下逐渐走向以知识传递为目标的专业发展,其专业化发生异化。以数字技术为基础的信息化经济,社会分工中劳动者分工趋于模糊,人的发展更具丰富性,教育活动需要从根本上回归"为人"之目的。因此,教师职业专业化必须由"传递知识"的专业化向"培养人"的专业化转型,使教师成为"转识成慧"的专业工作者。
Teacher professionalization is an inevitable product of social division of labor which results in an occupation. Because of industrial economy, social division of labor has been more and more sophisticated. In order to convey knowledge with high efficiency, the school also adopts divided subject teaching, which has not only spill the integration of knowledge value and wisdom value in education, but also has deviated educational activities from the purpose of ＂human-orientation＂. Under such circumstanc, es, teacher, as a prolession, has gradually dissimilated towards the specialized development with conveying knowledge as the target. Digital technology-based information economy has led to vagueness of labor division in the social division. The developmenl of man is more abundant, therefore, educalional activities should fundamentally return to the purpose of ＂human-orientation＂. So, it is a necessity for the teacher to change from only-conveying knowledge to cultivating the richness of people, so as to make the teacher become professional who can transform knowledge to wisdom.
出处
《教育研究》
CSSCI
北大核心
2011年第12期68-72,共5页
Educational Research
关键词
社会分工
教师
职业
专业化
转识成慧
social division of labor, teacher, profession, protessionalization, to transform knowledge to wisdom
