摘要
本研究应用人类学的长期参与观察方法和社会转型理论,揭示了我国教师发展中普通教师参与教改所遇到的种种超越教学法技术和方法层面的困难,提出只有正视教改中涉及的微政治元素给教师及其所在实践共同体带来的冲击,深入分析教改所带来的种种权力和利益、情感和观念、身份和文化的重建内涵,才能找到适合本土教改的理论框架和实践路径。最后,本研究提出了一套由"不愿、不敢、不能"到"愿做、敢做、能做"的三部曲行动次序和逻辑,以期指导教师发展的实践。
By using the method of longitudinal participant observation in anthropology and the theory of transforming community, this study reveals various difficulties beyond the level of teaching techniques and approaches met by ordinary reformer teachers in teacher development, and proposes that the impact of micro-political elements involved in teaching reform on teachers and their community of practices should be taken into a serious consideration; and an in-depth analysis should be made of the reconstruction connotation between power and interests, emotion and conception, as well as identity and culture brought by teaching reform in order to establish a theoretical framework and find a practical path for local teaching reform. Specifically speaking, this research suggests a three-step action and logic from ＂will not, dare not and cannot＂ to ＂will do, dare do, and can do＂ to guide the practices of teacher development.
作者
欧阳护华
OUYANG Hu-hua(Faculty of English Language and Culture, Guangdong University of Foreign Studies, Guangzhou 510420)
出处
《民族教育研究》
CSSCI
北大核心
2016年第6期40-45,共6页
Journal of Research on Education for Ethnic Minorities
基金
教育部人文社会科学重点研究基地项目(项目编号:12JJD740006)
广东省高等教育"创新强校工程"(项目编号:101-GK131080)的阶段性成果
关键词
教育人类学
教师发展
教师身份
微观政治学
公民社会
educational anthropology
teacher development
teacher identity
micro-politics
civil society
