教师发展的客体性异化与主体性回归  

Dissimilation of Objectivity in Teacher Development and Its Regression of Subjectivity

作　　者：伍叶琴[1] 李森[1] 戴宏才 

机构地区：[1]西南大学教育学部 [2]深圳龙岗中专

出　　处：《教育研究》2013年第1期119-125,共7页Educational Research

基　　金：教育部人文社会科学研究项目"中小学教师有效教学决策的理论建构与实证研究"(项目批准号:09YJA880113);重庆市社科规划项目"教师有效教学决策的理论与实践研究"(项目批准号:2009JY03)的研究成果

摘　　要：从发展是生物个体自身目的的观点来看,教师发展应是教师自身生存的目的与基本方式,也是教师自为、自觉的历程。基于工具理性主义的教师专业发展消解了教师的文化身份和对教师人生的终极关怀,遮蔽了教师发展的内在价值,使教师发展从原本的主体性异化为客体性。以推进教师生命历程的完美和持续上升为主旨的教师蝶化发展,以幸福哲学为文化基础,以生命发展价值取向为基点,旨在超越工具理性主义取向的教师专业发展,指向教师身体生命与精神生命的完善发展,促使教师发展的主体性回归。From the point of view that development is the purpose of living things, teacher development should be the purpose and basic ways of teacher＇s living, as well as his experience of consciousness. Based on tools rationalism, teacher professional development has removed teacher＇s cultural identity and his ultimate concern of life and obscured the intrinsic value of teacher development, which has made teacher development alienate from subjectivity. Teachers＇ pupating development, which is to promote teacher＇s perfect life and sustainable development, is based on happiness philosophy and the orientation of life development. It aims to transcend the orientation of tools rationalism towards teacher development. It focuses on the development and improvement of teacher＇s health and spirit and tries to promote the regression of subjectivity of teacher development.

关 键 词：教师发展 专业发展 蝶化发展 

分 类 号：G451.1[文化科学—教育学]