卓越教师的深度专业发展:困局与突围——自我治理的视阈  

On Outstanding Teachers’ In-depth Professional Development: Predicaments and Breakthroughs——From the Perspective of Self-governance

作　　者：刘秉栋[1] Liu Bingdong

机构地区：[1]陇东学院外国语学院

出　　处：《教育学术月刊》2022年第4期52-57,共6页Education Research Monthly

基　　金：2019年度教育部人文社会科学研究项目青年基金“南非青少年国家认同教育及其对中国的启示研究”(编号:19YJC880051);2020年陇东学院博士基金项目“非洲国家认同教育比较研究”(编号:XYBY202020)。

摘　　要：卓越教师的发展期许使得指向深度专业发展的自我治理成为必须。自我治理是治理对象的主体性转换与治理逻辑的适时调整而形成的治理转型。卓越教师自我治理的困局集中表现为自我治理意识、能力、心态以及技术等彼此影响与内旋缠绕所形成的“内卷化”样态。卓越教师自我治理需要深度定位教师专业发展,积极唤醒自我治理意识;以深度学习作为有效支撑,切实提升自我治理能力;基于教育敬畏构建专业自尊,着力改善自我治理心态;以大数据时代的智慧治理为契机,为自我治理进行赋能。The expectation of becoming an outstanding teacher makes the self-governance towards the indepth professional development a necessity. Self-governance is a governance transformation formed by the subjective diversion of the governance object and the timely adjustment of the governance logic. The dilemma of outstanding teachers’ self-governance is mainly reflected in the“involution”formed by the mutual influence and internal winding of self-governance consciousness, ability, mentality and technology. The self-governance of outstanding teachers requires: in-depth positioning of professional development to awaken the activeness of selfgovernance;in-depth learning to effectively support the improvement of self-governance ability;professional self-esteem based on the reverence for education to improve self-governance mentality;wisdom management in the era of big data to empower self-governance for outstanding teachers.

关 键 词：卓越教师 自我治理 技术赋能 深度发展 突围路径 

分 类 号：G40-058[文化科学—教育学原理]