我国教师赋权增能研究的现实问题与突破路径  

The Realistic Problems and Breakthrough Paths of the Research on Teachers'Empowerment

作　　者：张笑予 赵小刚[1,2] 程莉荣 ZHANG Xiaoyu;ZHAO Xiaogang;CHENG Lirong(Faculty of Education,Shaanxi Normal University,Xi'an 710062,China;School of Education,Baoji University of Arts and Sciences,Baoji 721013,China;Baoji High-tech Zone No.2 Primary School,Baoji 721305,China)

机构地区：[1]陕西师范大学教育学部,陕西西安710062 [2]宝鸡文理学院教育学院,陕西宝鸡721013 [3]宝鸡高新区第二小学,陕西宝鸡721305

出　　处：《信阳师范学院学报（哲学社会科学版）》2021年第6期74-79,共6页Journal of Xinyang Normal University(Philosophy and Social Sciences Edition)

基　　金：陕西省社会科学基金项目(2018G14);陕西省教育厅专项科学研究计划项目(20JK0012);陕西省教育科学“十三五”规划课题(SGH20Q164)。

摘　　要：当前教师赋权增能研究主要从权力分配、专业发展和自我认知三个维度展开,但存在概念认识不清、理论基础不明、模型构建失范、应用指向失调等问题。重新审视教师赋权增能的理论基础发现,教师赋权增能应由“赋权”和“增能”两个维度构成,核心要素包含专业自主权、专业发展权、参与决策权和自我效能感等四个方面。未来教师赋权增能的理论研究应在“增能”方面重点着力,以提升教师信息技术素养为核心的技术赋能是一种可行的突破路径。Teacher empowerment is a theory of teacher professional development that originated in Europe,America and other countries,and has had an important impact on the professional development of teachers in China.The current research on teacher empowerment and empowerment is mainly carried out from the three perspectives of power distribution,professional development and self-awareness.However,in the process of localization,there are problems such as unclear conceptual understanding,unclear theoretical foundation,non-standard model construction,and imbalanced application orientation.Re-examining the theoretical basis of teacher empowerment and empowerment,it is found that teacher empowerment and empowerment should be composed of two dimensions:"empowerment"and"enhancement".The core elements include professional autonomy,professional development rights,participation in decision-making,and sense of self-efficacy.In the future,theoretical research on teacher empowerment and empowerment should focus on"enhancement",and the practical orientation should emphasize technological empowerment with the improvement of teachers'information technology literacy as the core.

关 键 词：赋权增能 教师专业发展 教师权力 技术赋能 

分 类 号：G451.6[文化科学—教育学]