“制度人”与教师专业发展的制度化依赖  

Institutionalized Dependence of the System and Teachers' Professional Development

作　　者：曲中林[1] 

机构地区：[1]广东省肇庆学院高等教育研究所

出　　处：《大学教育科学》2013年第3期76-81,共6页University Education Science

基　　金：广东省教育科研"十二五"规划2011年度研究项目"广东省中小学教师退出与补充机制研究"(2011TJK442);广东省教育科研"十二五"规划2012年度研究项目"广东省教师工程与省际教师迁移研究"(2012JK325)

摘　　要："制度人"是指在某种社会状态下,内在需求并创造制度且能遵守制度的人。由于教师身份、行为以及人性被制度化,因而教师是"被制度化"的"制度人"。这必然会引发教师专业发展的制度化依赖,表现在正式制度化的国家规制的强制性、非正式制度化影响的非自主性、法律身份的义务性、教师职业修养的自觉性与适应性。而教师专业发展制度化依赖路径包括教师入职与离职制度、教师专业化标准制度、教师考核制度、教师的培养与培训制度等。同时,制度依赖具有双面性,面对教师专业发展制度建设的困境与挑战,应采用一定对策,促进教师成长,使教师走出专业发展的制度化依赖。System refers to the people who in a state of society create the system under the inherent demand and can comply with the regulations. Owing to the teacher identity, behavior and humanity has been institutionalized, teachers are institutionalized man of the system, which will initiate over-reliance for the teacher professional development, reflecting as follows; mandatory in the national regulation of formal system, the non autonomy under the influence of informal system, the obligations of legal status, the consciousness and adaptability of the teacher professional cultivation. The institutionalized dependent path for the teacher professional development includes teacher entry and exit system, the standard system of the teacher professionalization, the evaluation system for teachers, the development and training system of teacher. At the same time, there is dual nature for institutionalized dependence to deal with the difficulties and challenges in the construction of teacher professional development system. Therefore, some countermeasures should be adopted in order to promote the growth of teachers and get rid of institutionalized dependent for teacher professional development.

关 键 词：“制度人” 教师专业发展 制度化依赖 

分 类 号：G645[文化科学—高等教育学]