摘要
随着社会变迁和知识转型,教师的角色转换在新的时代背景下显得尤为重要,教师角色转换的逻辑起点是教师角色理解,教师角色的“深度理解”是教师对自己的角色进行理性的认识与反思,并将其理念内化为自我内部的图式,并在实践中付诸行动,逐步走向多取向、多视角、多理解结构,并形成多使命的深度理解。其结构包括形成性教师角色理解、关系性教师角色理解、教育性教师角色理解、文化回应性教师角色理解。教师角色深度理解的过程是在“冲突—理解—认同—适应—再理解—转换”的螺旋上升中不断得以跃迁,且这种过程具有长期性、多维性、多角度性、交互性、情境性等特征。建构形成性教师角色理解,以理解学生情感体验为目标;建构关系性教师角色理解,以师生对话与引导为依托;建构教育性教师角色理解,以直接促进学生发展为生长点;建构文化回应性教师角色理解,以回应学生多元文化境脉为旨归。
With social changes and knowledge transformation,changing teacher roles is particularly important in the context of the new era.The logical starting point of the transformation of teachers'roles is interpreting teachers'roles,and the“deep interpretation”of teachers'roles is the rational understanding of and reflection on teachers'roles,the internalization of its concepts into one's own schemata,and putting it into action in practice,thus gradually moving towards a multi-orientation,multi-perspective,multi-understanding structure,and forming a multi-mission in-depth understanding.Its structure includes formative teacher role understanding,relational teacher role understanding,educational teacher role understanding and cultural responsive teacher role understanding.The process of in-depth interpretation of the teacher's roles is a continuous spiral transition including“conflict—interpretation—identification—adaptation—reinterpretation—transformation”,which is a long-term,multi-dimensional,multi-angle,interactive and situational process.Constructing formative teacher role understanding means aiming at understanding students'emotional experience;constructing relational understanding of teacher roles means building up teacher-student dialogue and guidance;constructing educational teacher roles understanding means taking the direct promotion of student development as the growth point;constructing cultural responsive understanding of teacher roles means responding to the multicultural context of students.
作者
王明娣
陈可迪
WANG Ming-di;CHEN Ke-di(Faculty of Education,Northwest Normal University,Lanzhou,Gansu,730070,PRC)
出处
《当代教育与文化》
2022年第3期77-83,共7页
Contemporary Education and Culture
基金
2021年度国家社会科学基金一般项目“西北民族地区中小学劳动教育课程体系研究”(21BMZ054)。
关键词
教师角色
深度理解
教师角色理解
teacher roles
interpretation of teacher roles
teacher role construction
