教育人类学的“成长”隐喻与教师的专业发展  

The Teacher's Professional Development in the View of Educational Anthropology

作　　者：姜勇[1] 

机构地区：[1]华东师范大学学前教育与特殊教育学院,上海200062

出　　处：《教师教育研究》2009年第2期45-49,共5页Teacher Education Research

基　　金：上海市哲学社会科学规划项目(2004JYS006)课题的成果之一

摘　　要：教育人类学自诞生以来,就一直以人类学的概念、原理与方法来研究教育现象。教育人类学的个体成长隐喻,对教师专业发展有重要的启示。教育人类学的"震撼"隐喻,喻指个体成长中的震撼经历。对教师而言,"境遇性"就是重要的震撼经历。教育人类学的"沉醉"隐喻,指的是人在活动中的投入状态。对教师而言,"沉醉"意味着教师的非理性投入精神。教育人类学的"民族"隐喻,指的是不同地域的人深受文化的影响。为此,要突出教师发展的"文化性"。教育人类学"自由"隐喻认为个体发展是自主的。因此,它突出教师发展的内在超越性。Educational anthropology focuses on a study of educational phenomena from the angle of anthropologic concepts, principles and methods. Educational anthropology has many metaphors to individuals＇ growth and important inspirations on teacher development, The metaphor of ＂reality shock＂ in educational anthropology means that teacher development contains the experience of shock. The metaphor of ＂involvement＂ means that a teacher should have an irrational involvement. The metaphor of ＂nationality＂ means that people in different regions are deeply influenced by their cultures.

关 键 词：教育人类学 教师 专业成长 

分 类 号：G451[文化科学—教育学]