高师院校学科教育教师的专业自我探析——基于米德自我理论的视角  

Probe into the Professional Self of Subject Teacher Educators in Normal Universities

作　　者：孙中华 郑一 Sun Zhonghua;Zheng Yi

机构地区：[1]长春师范大学教育学院,长春130032

出　　处：《江苏高教》2023年第2期41-48,共8页Jiangsu Higher Education

基　　金：吉林省本科高等教育教学改革立项重点课题“供给侧视角下省属高师院校教师发展研究与实践”。

摘　　要：学科教育教师是“教师的教师”,专业自我是调控其行为的内部罗盘,澄清学科教育教师的专业自我事关师范生质量,进而关涉中小学生的培养质量,是教师教育振兴关注的根本问题之一。米德的自我理论认为客我、主我共同生成自我,这为分析学科教育教师专业自我生成机理提供了视角与框架。学术话语、行政话语、同僚话语展现了当前外部环境对学科教育教师专业客我具象的塑造;“夹缝中求生存”“认可与和解”“责任与奉献”从专业困境、专业发展、专业情感三方面展示了专业主我建构。为了促进专业主我与客我的和谐互动,以赋权增能加强协商对话并提升主我统合能力,凝聚教师教育共同体的专业合力至为关键。Subject teacher educators are the teachers’ teacher and the professional self is the internal compass that regulates their behavior. Clarifying the professional self of subject teacher educators is concerned with the training quality of the normal school students and then the primary and secondary school students, which is one of the fundamental problems in the revitalization of teacher education. George Herbert Mead’s self theory holds that the objective-self and the subjective-self cogenerate the self, which provides a relevant perspective and framework to analyze the professional self of subject teacher educators. Academic discourse, administrative discourse and peer discourse show the current image of the subject teacher educators’ professional objective-self which is shaped by the external environment. "Survive in a fissure" "recognition and reconciliation" "responsibility and dedication" show the construction of subject teacher educators’ professional subjective-self from the three aspects of professional dilemma, professional development and professional emotion. In order to promote the harmonious interaction between subjective-self and objective-self, it is important to strengthen consultation and dialogue through empowerment, enhance the integration ability of subjective-self by reflection and collaborative research, and shape the image of professional objective-self which is in keeping with the new era.

关 键 词：学科教育教师 专业自我 自我理论 主我 客我 

分 类 号：G647[文化科学—高等教育学]