群体对初任教师继续社会化的影响研究——基于符号互动论的视角  

Research on the Influence of Groups on the Continuous Socialization of Beginning Teachers——Based on the Perspective of Symbolic Interaction Theory

作　　者：于庆奎 邓涛[1] YU Qingkui;DENG Tao(Northeast Normal University, Changchun, Jilin 130024, China)

机构地区：[1]东北师范大学,吉林长春130024

出　　处：《现代教育科学》2019年第4期75-79,共5页Modern Education Science

摘　　要：教师的继续社会化对初任教师在教育教学和生活中产生重要影响,是其继续从事教育教学工作的重要基础。国内一般把教师社会化分为预期社会化和继续社会化两个阶段,前者是后者的基础,后者是前者的自然延伸,它们都是教师职业社会化的组成部分,也是教师职业专业化的一个重要表现。本文基于符号互动论的视角来重点探讨学校领导群体、同事群体、学生群体、学生家长群体各自所持有的符号在与初任教师互动交流中对初任教师继续社会化所产生的影响。The continuing socialization of teachers has an important influence on the teaching and life of new teachers. In China, teacher socialization is generally divided into two stages:expected socialization and continuous socialization. The former is the foundation of the latter and the latter is the natural extension of the former. Based on the perspective of symbolic interactionism, this paper focuses on the influence of symbols held by school leaders, colleagues, students and parents on the continuous socialization of new teachers in the interaction with new teachers.

关 键 词：继续社会化 初任教师 群体 符号互动论 

分 类 号：G451.4[文化科学—教育学]