我国教师身份认同流变的因素性历时趋向  

Diachronic Tendencies towards Changes of Chinese Teacher Identity in the Dimension of Factors

作　　者：容中逵[1] 

机构地区：[1]杭州师范大学教师发展研究中心,浙江杭州311121

出　　处：《当代教育与文化》2017年第3期89-95,102,共8页Contemporary Education and Culture

基　　金：国家社会科学基金教育学类一般项目"教师身份认同研究:基于教师集群与个体生活构造的文化社会学考察"(BAA110013)

摘　　要：通过对先秦至今支配阶级、普通社会民众、教育思想家和教师眼中教师身份认同流变的系统历史考察表明,我国中小学教师身份认同历史流变在因素维度上,大致呈现出如下特征:支配阶级眼中的教师身份认同流变经历了一个由尊宠依赖到控制依赖再到协商依赖、由单一取向到两极取向再到多维取向的演变过程;普通社会民众眼中的教师身份认同经历了一个由支配阶级到支配阶级中的被支配阶级再到普通民众、由自决生成到官方派生再到自我确证的演变过程;教育思想家眼中的教师身份认同经历了一个由自负任我到自主利他再到自由为我、由普世观照至系统关注再到局关爱的演变过程;教师自身眼中的教师身份认同经历了一个由社会代表者到职业工作者再到日常生活者、由文化符号到文化中介再到文化交换的演变过程。The paper conducts a historical investigation into changes in teachers＇ identity. The results show the general features of historical changes of teachers＇ identity in the dimension of factor. As for dominant class, they treated teachers with respect and favor, then with control, and lastly withnegotiation. It is clear that their attitudes towards teachers gradually changed from single orientation to multidimensional one. As for the masses, they regarded teachers as dominant class at first, and then thought teachers were members of dominant class but under control, and lastly took them as ordinary people. Briefly, in their eyes, teachers＇ identify experienced from teaching spontaneously to being governed by dominant class to identifying themselves. As for educational thinkers, they consider teachers experienced from taking responsibilities for themselves to devoting themselves to teaching others and to using their own initiative. It is a changing process from concerning the world to the career and to the individual. As for teachers, they experienced the change from representatives of society to professional workers to ordinary people, showing teachers＇ identify altered from cultural symbol to cultural mediation and to cultural exchange.

关 键 词：教师身份认同 流变 支配阶级 普通社会民众 教育思想家 教师自身 历时具态 

分 类 号：G451[文化科学—教育学]