“从教到学”与教师职业的悖论  

“From Teaching to Learning”and the Paradox of the Teaching Profession

作　　者：操太圣[1] CAO Tai-sheng(Institute of Education,Nanjing University,Nanjing Jiangsu 210093,China)

机构地区：[1]南京大学教育研究院,江苏南京210093

出　　处：《教师发展研究》2020年第2期67-73,共7页Teacher Development Research

基　　金：全国教育科学“十二五”规划国家一般课题“增能取向的研究型大学教师评价制度研究”(BIA150102)。

摘　　要：知识经济社会的到来,带来了对个人知识创新能力的空前关注,也激发个体最大化自己的利益追求。在此社会背景下,教师的重要性得到了一如既往的强调,被认为是促进学生能力提升的关键要素。但与此同时,学习、学习场所、学习促进者等概念逐渐替代了教育、学校和教师等概念。或者说,教师及其“教”的活动在有关“学”的话语体系中“靠边儿站”。这是教师作为悖论性职业众多表征中最关键的一点。教与学之关系的发展变化,表明教师之“教”在召唤学生进入世界并自觉抵制成为中心之诱惑中扮演了重要作用。这种关于“教”的功能定位有助于学生主体性的维护,且避免“教”自身被边缘化。The arrival of knowledge economy society has brought unprecedented attention to the individual knowledge innovation ability,and also inspired individuals to maximize their own interests.In this social context,the importance of teachers has been emphasized as always,and the teacher is considered to be the key factor to promote students’ability.At the same time,the concepts of learning,learning place and learning promoter have gradually replaced the concepts of education,school and teacher.In other words,teachers and their“teaching”activities stand aside in the discourse system of“learning”.This is the most critical point of many representations of the teacher as a paradoxical profession.This paper reviews the development and change of the relationship between teaching and learning,and expounds that teachers’“teaching”plays an important role in calling students into the world and consciously resisting the temptation to become the center.This functional orientation of“teaching”can help to maintain the subjectivity of students,and avoid the marginalization of“teaching”itself.

关 键 词：教师职业 教师专业发展 生活世界 传统教学观 学习社会 

分 类 号：G451[文化科学—教育学]