中小学书法教育的困境与突围:基于教师身份认同的视角  

The Practical Dilemma and Breakthrough Path of Calligraphy Education in Primary and Secondary School:from the Perspective of Teacher Identity

作　　者：岳曲 杜霞[2] YUE Qu;DU Xia(State Key Laboratory of Cognitive Neuroscience and Leaming,Beijing Normal University,Beijing 100875;Faculty of Education,Beijing Normal University,Beijing 100875)

机构地区：[1]北京师范大学认知神经科学与学习国家重点实验室,100875 [2]北京师范大学教育学部,100875

出　　处：《教育研究与实验》2022年第4期103-107,共5页Educational Research and Experiment

摘　　要：近年来,随着国家对传统文化教育和美育的重视不断加强,书法教育迎来了新的发展契机。然而,由于诸多现实因素,书法教育发展受限。其中,教师的身份认同是其重要影响因素。面对书法教师的身份认同危机,构建美育专业共同体是一种有益的尝试。In recent years, with the country’s increasing emphasis on traditional culture education and aesthetic education, calligraphy education has ushered in a new development opportunity. However, due to many practical factors, the development of calligraphy education is limited, among which the identity of teachers is an important factor. Facing the identity crisis of calligraphy teachers, it is a beneficial attempt to build a professional community of aesthetic education.

关 键 词：书法教师 身份认同 美育专业共同体 

分 类 号：G633.955[文化科学—教育学]