教育变革中教师自我认同的时间困境及其重建  

Time Dilemma and Reconstruction of Teachers' Self-identity in the Transformation of Education

作　　者：蔡辰梅[1] 

机构地区：[1]河北师范大学教育学院

出　　处：《教育研究》2015年第7期89-97,共9页Educational Research

基　　金：国家社会科学基金"十一五"规划2010年度教育学青年课题"变革教育中教师的自我认同危机及其重建"(课题批准号:CHA100146)的研究成果之一

摘　　要：时间"深嵌"在我们的生命之中,对时间的主体性占有和使用是自我认同建立的基本条件。然而,伴随社会与教育的变革,教师的自我认同面临着日益严峻的时间困境。在种种内外在因素的影响下,教师的时间沦为"失去自我的‘被动性时间’"、"失去连续性的‘无指向时间’"和"失去意义的‘平庸时间’",这样的时间性存在令教师的自我认同深陷危机之中。为此,就需要在时间维度上重建教师的自我认同,需要从制度层面保证教师拥有"自由的时间",从主体层面使教师获得"自主的时间",从存在意义维度使教师享有"存在的时间"。从而,使教师的自我认同能够在时间性上得到基本而深刻的确立,获得完整的自我存在感。Time ＂embeds＂ in our life, the possession and use of the subjectivity for time are the basic conditions of the establishment of self-identity. However, along with the social and educational reform, teachers＂ self-identity is facing increasingly serious time dilemma. Under the influence of all sorts of different factors, teachers＂ time has become ＂the passive time of losing themselves＂, ＂the non-pointing time of losing continuity＂, and ＂the meaningless time of mediocrity＂. Such timeliness existence has caused the teachers＂ self-identity crisis. Because of this, the teachers＂ self-identity needs to be reconstructed in time dimension. The reconstruction of teachers＂ self-identity needs to institutionally ensure the ＂free time＂ at the system level, ensure the ＂autonomous time＂ at the subjective level, and make teachers enjoy the ＂existence time＂ in the existence significance dimension. Thereby, teachers＂ self-identity can get basic and profound establishment in timeliness, and obtain the integrated self-existence.

关 键 词：教师 时间 自我认同 

分 类 号：G451[文化科学—教育学]