后喻文化时代教师知识权威的消解与重构  

Teachers'Knowledge Authority:Its Disintegration and Reconstruction in Age of Post-figurative Culture

作　　者：黄莉 HUANG Li(School of Marxism,Wuhan University of Technology,Wuhan 430070,Hubei)

机构地区：[1]武汉理工大学马克思主义学院,湖北武汉430070

出　　处：《丽水学院学报》2023年第3期118-123,共6页Journal of Lishui University

摘　　要：后喻文化时代的来临对教师知识权威产生了重要影响。科技赋权使教师知识话语权受限,青年群体特征使教师知识上位者形象瓦解,教师知识传递者角色的异化使其逐步丧失了教育的绝对权威。文化反哺下,重构教师知识权威需从缩小数字鸿沟,缓解零和博弈;洞悉群像特征,转变教学思路;坚守教育阵线,渗透教育影响等方面着手。教师知识权威的重构是教师从既有文化承受者转变为知识创新引导者的实践反思。The advent of the age of the post-figurative culture has had a significant impact on teachers'knowledge authority.Technology empowerment has limited teachers'knowledge discourse,the population characteristics of young people have disintegrated the image of teachers as knowledge superiors,and the alienation of teachers'role as knowledge transmitters has gradually deprived them of their absolute authority in education.In this age of cultural feedback,the reconstruction of teachers'knowledge authority needs to be strengthened continuously by narrowing the digital divide,alleviating the zero-sum game;gaining insight into the population characteristics of young people,transforming ideas of teaching,holding fast to the front of education and permeating educational influence.The reconstruction of teachers'knowledge authority is a practical reflection on transforming teachers from the bearers of established culture to the guides of knowledge innovation.

关 键 词：后喻文化时代 教师知识权威 消解 重构 

分 类 号：G451[文化科学—教育学]