学校秩序认同下的教师角色困境与调试路径  

Teachers’Role Dilemma and Adjustment Path under School Order Identity

作　　者：赵钱森 ZHAO Qiansen(School of Education,Xi’an International Studies University,Xi’an Shaanxi,710128)

机构地区：[1]西安外国语大学教育学院,陕西西安710128

出　　处：《现代基础教育研究》2022年第4期54-59,共6页Research on Modern Basic Education

摘　　要：客观分析和科学认识学校组织内的教师角色,对于完善学校组织制度、激发教师自觉践行“立德树人”具有十分重要的意义。伯恩斯坦基于分析教师对学校“表意性秩序”和“工具性秩序”的认同程度,将教师角色划分为“承诺型”“生疏型”“观望型”“隔阂型”“疏离型”。多样态的教师角色不利于落实“立德树人”的根本任务,需要以承诺型教师为导向,构建德技兼备的教师角色;学校组织应通过赋权增能为生疏型教师提供必要的支持;发挥自主协作为隔阂型教师营造团队育人氛围;以仪式形塑观望型、疏离型教师的集体认同感。Objective analysis and scientific understanding of the role of teachers in the schools are of great significance to im⁃prove the school organization system and motivating teachers to consciously practice“moral education”.Based on the teacher’s acceptance of the school’s expressive order and instrumental order,Bernstein divided the role of teachers in schools into commit⁃ment,estrangement,detachment,deferment and alienation.Because diverse teacher roles are not conducive to the completion of the fundamental task of“moral education”,it is necessary to build a teacher role with both morality and technology under the guidance of committed teachers.Schools should also provide necessary support for estrangement teachers through empowerment,fully practice independent cooperation to create a team atmosphere for detachment teachers,and shape the collective identity of deferment and alienated teachers through ceremonies.

关 键 词：教师角色 学校组织 伯恩斯坦 学校秩序 

分 类 号：G451[文化科学—教育学]