“卓越教师”话语:流变·分殊·融合  

Discourse about"Excellent Teachers":Change,Difference,and Integration

作　　者：卢新伟 程天君[1] LU Xin-wei;CHENG Tian-jun(School of Education,Nanjing Normal University,Nanjing 210097,China)

机构地区：[1]南京师范大学教育科学学院,南京210097

出　　处：《教育学报》2020年第4期46-53,共8页Journal of Educational Studies

基　　金：江苏高校哲学社会科学优秀创新团队项目“新教育公平的理论建构与实践探索”(项目编号:2015ZSTD007);省部共建南京师范大学立德树人协同创新中心成果。

摘　　要：卓越教师话语经历了“卓越教师培养计划”出台前后的“卓越型教师”到“卓越培养教师”的流变。目标导向的“卓越型教师”教育改革因执着于卓越教师专业规格的技术主义路线,而被问题导向的“卓越培养教师”教育改革指责缺少“卓越意识”的价值引导。“卓越培养教师”教育改革则因执着于社会本位理念,而被“卓越型教师”教育改革质疑过于“价值投注”。二者的分殊实质上是技术标准本位与社会正义取向两种教师教育思想的分歧,是科学理性和价值理性各执一端而导致的争论。走出由分殊和争论带来的区隔误区而走向融合,方能推进卓越教师教育改革的深入发展。The discourse about excellent teachers has changed from the"excellent type teachers"to"the teachers with excellent training"since the release of training plan of excellent teachers.The goal-ori-ented educational reform advocating"excellent type teachers"is accused by the question-oriented educational innovation advocating"the teachers with excellent training",as the former over pursuits a technicalroute of the standard of excellent teachers and lacks the value guide about"excellence".While the latter,educational innovation of"the teachers with excellent training"is also being challenged for putting too much value commitments as society priority.The difference between them is essentially the difference between standard-based reform and social-justice based reform.and it is the dispute between the scientific rationality and the value rationality.However,the further reform of excellent teacher education can be promoted by the integration of different ideas and arguments.

关 键 词：卓越教师 “卓越型教师” “卓越培养教师” 标准本位 社会正义 

分 类 号：G451[文化科学—教育学]