“记忆中的老师”如何影响师范生教师角色意识建构--一项自传叙事研究  

How does“Teacher in Memory”Affect the Construction of Teachers’Role Consciousness of Normal Students——An Autobiographical Narrative Study

作　　者：陆韵[1] LU Yun(Huzhou University,Huzhou 313000,Zhejiang)

机构地区：[1]湖州师范学院,浙江湖州313000

出　　处：《当代教师教育》2023年第2期52-59,共8页Contemporary Teacher Education

摘　　要：本研究关注“记忆中的老师”对师范生教师角色意识建构的影响。通过自传叙事文本分析发现,师范生从学生时代师生交往互动中感知教师角色权威,在感官记忆的“母性”印象里生成理想教师形象,在相伴成长的经验性事件中体验“师爱”、领悟角色规范,并在痛苦的切身遭遇后反思教师行为、重塑教师角色期待。研究结论回应了社会结构与个体能动性共同作用于角色意识建构的理论观点,丰富了角色意识形成过程中能动性发挥的具体意蕴,并启示着基于自传叙事的角色感知体验与角色颠覆重建对师范生专业成长的重要意义。This study focuses on the influence of“teachers in memory”on the construction of teachers'role consciousness of normal students.Through the analysis of autobiographical narrative text,it is found that normal students perceive the authority of the teacher's role from the interaction between teachers and students in their student years,generate an ideal teacher image from the“maternal”impression of sensory memory,experience“teacher love”and perceive role norms through experiental events that accompanied their growth,reflect on teachers'behavior and reshape role expectations after painful personal encounters.The conclusion of the study responds to the theoretical view that social structure and individual initiative jointly contribute to the construction of role consciousness,enriches the specific meaning of initiative in the process of role consciousness construction,and enlightens the significance of role perception experience and role subversion reconstruction based on autobiographical narration to the professional growth of normal students.

关 键 词：师范生 教师角色意识 建构 自传叙事 

分 类 号：G650[文化科学—教育学]