教师身份认同的隐遁与凸显:课堂话语反思视角  

Reflection on Reclusion and Prominence of Teachers Identity from the Perspective of Classroom Discourse

作　　者：段冰[1] 

机构地区：[1]宁波大学教师教育学院,浙江宁波315211

出　　处：《宁波大学学报（教育科学版）》2015年第4期82-86,共5页Journal of Ningbo University(Educational Science Edition)

基　　金：教育部人文社会科学研究项目"教育实践对教师成长的阶梯性效能研究"(11YJA880019)

摘　　要：教师课堂话语不仅是教师在课堂场域中使用的情境化语言以及由此衍生的相互关系,还是教师基于外在角色理解和内在自我追问的身份认同载体。对教师的课程话语、控制话语和个性话语的反思表明,课堂中教师存在主体的、民主的以及本真的身份认同隐遁,教师需要凸显作为"原创者""介入者"和"体验者"的身份认同建构并进行相应的课堂话语表达。A teacher＇s classroom discourse is not only the situational language, but also the carrier of identity based on the understanding of external role and inquiry of inner selves. This article reflected on teachers＇ classroom discourse, controlled discourse and individualistic discourse. It found that there existed a reclusion of teachers identity in the aspects of entity, democracy and authenticity in the class. And it assumed that teachers needed to rise to prominence of their identities as originators, intervenors and experiencers so as to adjust the corresponding discourse.

关 键 词：教师身份认同 教师课堂话语 反思 隐遁 凸显 

分 类 号：G645[文化科学—高等教育学]