教师社会公共性质立论——课程改革的视角  

On the Proof of Teachers' Public Nature——From the Perspective of Curriculum Reform

作　　者：吕红日[1] 

机构地区：[1]无锡市教育研究中心,江苏无锡214001

出　　处：《教育理论与实践》2013年第1期33-36,共4页Theory and Practice of Education

摘　　要：要全面达成新课程改革的社会目标,教师除具备专业性之外,还应当发展其社会公共性质。因为新课程改革自由、平等、公正和公民教育的社会价值取向需要教师具备公共性前提;新课程改革的目标需要教师具备公共性内涵,即公开性、交往规范性、利他性、政治主体性;纠正技术化倾向需要教师发展公共性质;社会公众需要教师树立公共形象。教师要充分发展并彰显其社会公共性质,就要在专业性与社会公共性之间构建某种平衡关系。In addition to the professional nature, teachers should also have the public nature in order to fully achieve the social objectives of curriculum reform because the freedom, equality and justice of new curriculum reform and the social value orientation of civic education require teachers to have the premise of public nature. New curriculum goals require teachers to have the characteristics of public nature： openness, communication norms, altruism and political subjectivity. To correct the tendency of being technical requires teachers to develop the public nature. Besides, the social public requires teachers to maintain the public image. Therefore, teachers need to develop and highlight the public nature to build a balance between the professional and public nature.

关 键 词：教师 社会公共性 课程改革 

分 类 号：G451.4[文化科学—教育学]