教师课堂身份显现的现象学反思  

A Phenomenological Reflection of the Teacher Identity in Classroom Teaching

作　　者：袁舒雯[1] 邵光华[1] 魏春梅[2] 

机构地区：[1]宁波大学教师教育学院,浙江宁波315211 [2]宁波大学建工学院,浙江宁波315211

出　　处：《教师教育研究》2013年第5期62-66,共5页Teacher Education Research

基　　金：浙江省哲学社会科学规划课题"现象学视野下教师日常教学生活体验研究"(课题编号:12JCJY16YB)成果;国家社科基金教育学一般课题"新课改教师阻抗的现象学分析及消解策略研究"(课题编号:BFA110050)成果;宁波大学研究生优秀论文培育基金项目(项目编号:PY2012013)成果

摘　　要：教师在课堂上对人称代词的选择蕴含着自身对其教师身份的体验,当教师完成对其教师身份的认同和内化时,其在课堂中作为第一人称单数的"我"却常常被第三人称"老师"所取代。通过本原性分析发现,根本原因是教师的主体性被忽视,教师不断内化的是他们代表的科学的、道德的伦理身份,致使课堂教学中教师的个体话语被淹没,教师工具性作用凸显,并在师生关系中体现着虚假的权力和权威。要想寻回教师"本我"身份,需要确立教师自我关怀的审美形象,追求主体间性的师生关系。Through an analysis of some teachers＇ discourse and experience, this paper finds that teachers＇ choices of anaphora in a classroom will contain their career identity, but when teachers have their teacher iden- tity internalized, their personal anaphora will have some variability. The first personal singular ＂I＂ often chain ges into the third personal ＂teacher＂. The root cause is that they drop into a myth of ＂subjectivity＂-the person- al variable anaphora refers to the behind identity of teachers, who represent scientific, political and ethical ima- ges. The teacher＇s individual discourse in the classroom is inundated; his instrumental role is highlighted and the teacher-student relationship is reflected in a false power and authority. Only by changing assumptions of practical philosophy, respecting originality of knowledge, and pursuing the intersubjectivistic teacher-student relationship can teachers break barriers of false farce and become real.

关 键 词：教学体验 课堂教学 人称变指 主体性 

分 类 号：G451.2[文化科学—教育学]