教师发展异化与教育双主体交往的构建  

The Alienation of Teacher Development and the Construction of Dual-Subject Communication in Educational Practice

作　　者：赵光义 ZHAO Guang-yi(School of Political Science and Public Administration,Soochow University,Suzhou Jiangsu 215123,China;Middle School Attached to Soochow University,Suzhou Jiangsu 215006,China)

机构地区：[1]苏州大学政治与公共管理学院 [2]苏州大学附属中学

出　　处：《苏州大学学报（教育科学版）》2019年第4期73-79,共7页Journal of Soochow University(Educational Science Edition)

摘　　要：随着科学主义的认识论主宰了人类社会,教师发展观念出现了工具理性与价值理性的断裂,导致教师发展陷入专业化、标准化、结果化的异化困境。基于对这一困境的反思,教师发展观发生了以现象学、生命哲学等为代表的人本主义哲学转向,以及以马克思实践哲学为主导的实践哲学转向。消解教师发展的异化困境,必须将教师发展视为成全教师生命、达成教师全面自由发展的生成性实践活动。构建教育活动中双主体的师生交往结构,是践行这种教师发展观的可能路径。The sweeping power of scientism’s epistemology in the human society has caused a separation between instrumental rationality and value rationality,subjecting teacher development to an alienation dilemma of specialization,standardization,and result-orientedness.Drawing upon the reflections on this dilemma,the teacher development view has undergone a humanistic philosophical turn represented by phenomenology and life philosophy,and a practical philosophical turn led by Marx’s practical philosophy.To dissolve the predicament of alienation of teacher development,it is pertinent to consider teacher development as a productive,practical activity that completes the teacher’s life and achieves the comprehensive and free development of teachers.Constructing a dual-subject teacher-student communication structure in educational activities is a possible way to experiment with this view of teacher development.

关 键 词：教师发展观 马克思实践哲学 教育双主体 师生交往 

分 类 号：G451[文化科学—教育学]