深度理解与意义重构:教师专业发展的再解读——基于解释人类学视角  

Further Understanding and Meaning Reconstruction:Reinterpretation of Teachers’Professional Development——From the Perspective of Interpretative Anthropology

作　　者：王露 WANG Lu(Preschool Education Department,BiJie Preschool Educoion College,BiJie 551700,China)

机构地区：[1]毕节幼儿师范高等专科学校学前教育系,贵州毕节551700

出　　处：《荆楚学刊》2022年第5期54-59,共6页Jingchu Academic Journal

摘　　要：科学主义、工具主义的盛行导致教师“主体性”被遮蔽,“人”的价值被隐藏。透过行为现象看到行为后的潜在文化和意识,对教师境遇进行“深描”、在教师身份“祛魅”“返魅”的基础上,促使事物返回本真,回到“人”的价值本来面貌,唤醒教师内在生命自觉意识,以达到重构教师专业发展内涵、启发教师自我成长的目的,并进一步提出解释人类学视角下高校教师专业发展实践教育路径。The prevalence of scientism and instrumentalism leads to the obscuration of teachers’subjectivity and the concealment of human value.Through the interpretation of anthropology,we can see the culture and consciousnessbehind the behavior,and on the basis of the“deep description”of teachers’s ituation,the“disenchantment of teachers’identity”and“Reenchantment”,we can promote things to return to the original and make human to the“original appearance of human value”,awake teachers’awareness of their inner life consciousness and make teachers’improvement in order to reconstruct the connotation of teachers’professional development,teachers should be aware of their inner life consciousness.And further put forward the practical education paths of College Teachers Professional Development from the perspective of Interpretive Anthropology.

关 键 词：深度理解 解释人类学 教师专业发展 

分 类 号：G451[文化科学—教育学]