论教师“生存依附”  

About Teachers' Survival Attachment

作　　者：曲中林[1] 俞宗友 刘卫川 

机构地区：[1]肇庆学院高等教育研究所,广东肇庆526061 [2]深圳美中学校,广东深圳518110 [3]肇庆市第十二中学,广东肇庆526023

出　　处：《当代教师教育》2013年第3期19-24,共6页Contemporary Teacher Education

基　　金：广东省教育科研"十二五"规划2011年度研究项目(2011TJK442);广东省教育科研"十二五"规划2012年度研究项目(2012JK325)

摘　　要：天地间的物体,必定依附在某种物体上,才能得以存在,否则会陷入生存困境,亦即"依附而生"。教师"生存依附"现象也同样普遍存在,表现在对教育理论、教师专业标准的条件依附,对教育政策、制度的强制性依附,对传统文化的自觉依附,对学校、同事的常态化依附,对专家、权威的理性依附等方面,其积极效应是显而易见的,但过度依附也会"依附而死"。教师要追求内在修养的提升,在检视与突围、依附与独立的双向穿越中,转变生存方式,形成一定程度的独立生存意识和能力,提升了生存境界。Teachers＇ survival attachment is universal and is mainly manifested in the conditional attachment to educational theory and teachers＇ professional standards, mandatory attachment to educational policies and systems, conscious attachment to traditional culture, the normalized attachment to education institutes and colleagues, and rational attachment to expert and authoritative. The positive effects of the attachments are obvious. But excessive attachment is ＂attaching and dying＂. Teachers should pursue inner cultivation and try to freely cross between attachment and independence.

关 键 词：教师 生存依附 独立生存 

分 类 号：G451[文化科学—教育学]