中国教师资格的制度化历程与现代建构  

The Institutionalized Course and Modern Construction of Teacher Qualification in China

作　　者：宗锦莲[1,2] Zong Jinlian

机构地区：[1]江苏省教育科学研究院,南京210013 [2]江苏省教育科学规划办

出　　处：《南京社会科学》2020年第12期133-140,共8页Nanjing Journal of Social Sciences

基　　金：江苏省高校哲学社会科学研究重大项目“人工智能时代中小学教师核心素养与江苏强师政策构建研究”(2020SJZDA109)的阶段性成果。

摘　　要：中国教师资格的发展经历了从"非制度化"到"制度化"再到"后制度化"的过程,不同阶段对教师资格的规定各不相同。知识是教师的专业资本,也是中国教师资格在制度化历程中的核心关切,决定着教师的角色定位与身份地位。教师在参与知识交互的关系中扮演着传授者、学习者及生产者等多重角色。但在全球化、信息化与走向人类命运共同体构建的时代背景下,教师应承担起更多面向未来世界的使命,应从超越并引领制度的角度出发,在成为目的人、公共人及文化人上实现对职业身份的现代建构。The development of Chinese teacher qualification has gone through a process from"non-institutionalization"to"institutionalization"and then to"forcing institutionalization".The provisions on teacher qualification are different in different stages.Knowledge is not only the professional capital of teachers,but also the core concern of Chinese teacher qualification in the course of institutionalization,which determines the role and status of teachers.Teachers play multiple roles of imparting,learning and producing in the relationship of knowledge interaction.However,under the background of globalization,informatization and the construction of a community with a shared future for mankind,teachers should assume the mission of facing the future world more and should proceed from the perspective of surpassing and leading the system to realize the modern construction of professional identity from the perspective of becoming target person,public person and cultural person.

关 键 词：教师资格 制度化 目的人 公共人 文化人 

分 类 号：G451.2[文化科学—教育学]