教育相关群体的教师角色期望之社会调适和教师自我调适  

The Social Adjustment and Teachers' Self-adjustment to Their Role Expectations of Education-related Communities

作　　者：刘要悟[1] 朱丹[2] 

机构地区：[1]湖南师范大学,湖南长沙410881 [2]湖南商学院,湖南长沙410081

出　　处：《教师教育研究》2010年第2期35-39,共5页Teacher Education Research

摘　　要：笔者的调查表明,现时我国教育相关群体的教师角色期望存在差异并表现出以下特点:变与不变的共存,一致与冲突的共存,合理与不合理的共存。为了调适存在的差异,社会对教师角色的期望应尽可能做到合理性和可行性、主体性和实践性、个人价值和社会价值的统一,教师自身也应重视角色学习,提高角色认知水平;提高自身素质,增强角色适应能力;重视沟通,积极寻求契合自身的角色系统。Based on an investigation, the current role expectations to teachers vary in different education-related communities in China. Their characteristics are as follows： co-existence of variation and consistency, unanimity and conflict, and rationality and non-rationality. Adjusting to the existing discrepancy, the social expectation to the teacher role should be a unity of rationality and feasibility, subjectivity and practicality, and personal value and social value. Furthermore, what teachers should do is to pay more attention to their own role learning, improve their recognition of their role, and reinforce their role adaptation.

关 键 词：教育相关群体 教师角色期望 特征 社会调适 自我调适 

分 类 号：G451[文化科学—教育学]