信任与教师的确定性寻求  

Trust and Teachers’ Pursuit for Certainty

作　　者：李茂森[1] 

机构地区：[1]湖州师范学院教师教育学院

出　　处：《全球教育展望》2012年第2期44-47,11,共5页Global Education

基　　金：教育部人文社会科学研究青年基金项目"教育转型背景下教师身份认同的危机及其重构研究"(11YJC880055)的部分成果

摘　　要：当前风险社会与教师实践本身的不确定性,以及教育变革带来的不确定性与风险都引发了教师的存在论危机。这种存在论危机的化解,可以以信任为基础来寻求一种新的确定性,从而维护教师的本体性安全。为此,确定性的寻求可以从制度信任的建立与完善、以信任为基础的学习共同体建设、塑造可信性的教师自我形象、基于"不信任"的反思性选择、教学习性的合理改造等方面来实现。With the coming of the risk society, because of the essence of teacher＇ s practice itself and the risk results in ed- ucational reform, the uncertainty is leading to teachers＇ existential crisis. To dissolve the existential crisis, we can seek a new certainty based on the trust, and then maintain teacher＇ s ontological security. So, there are five ways to achieve the pursuit for certainty： to establish and perfect institutional trust, to construct the learning community of the basis of the trust, to shape the credibility of teacher self image, to choice reflectively based on the ＂distrust＂, and to transform reasonably teaching habitus.

关 键 词：不确定性 存在论危机 信任 本体性安全 

分 类 号：G451.1[文化科学—教育学]