从“能动者”到“专业能动者”——结构化理论视阈下的教师角色重构  

From“Agent”to“Professional Agent”——Reconstruction of the Role of Teachers from the Perspective of“Theory of Strcturation”

作　　者：孟凡丽[1] 魏宝宝 MENG Fan-li;WEI Bao-bao(Institute of Higher Education Research,Xinjiang University,Urumqi Xinjiang 830046;School of Education Science,Xinjiang Normal University,Urumqi Xinjiang 830017)

机构地区：[1]新疆大学,新疆乌鲁木齐830046 [2]新疆师范大学教育科学学院,新疆乌鲁木齐830017

出　　处：《双语教育研究》2022年第1期27-36,F0002,共11页Bilingual Education Studies

基　　金：全国教育科学规划课题西部项目“民族地区教育内生发展的理论逻辑与实践路径研究”(XMA190283)阶段性研究成果。

摘　　要：安东尼·吉登斯的结构化理论为理解教师及其教育教学行动提供了新的视角。教师“行动”与学校“结构”紧密关联。作为能动者,教师拥有丰富的结构性知识,并在不同的意识层面通过反思性监控等在“例行化”“同质化”行动中维持了“本体性安全”。从教育教学的发展变革审视,教师不能满足于作为依照实践规则与逻辑行事的“能动者”,应成为在积极价值导向下坚持教育内在的善性要求,在自主学习与专业实践反思中不断提升专业能力,在行动中主动改善教育教学现状的专业能动者。从“能动者”到“专业能动者”的角色嬗变,对教师专业发展及课程与教学改革的推进具有重要意义。Anthony Giddens'“Theory of Strcturation”provides a new perspective for understanding teachers and their education and teaching actions.Teacher actions are closely linked to school“structure”.As agents,teachers have a wealth of structural knowledge,and maintain“ontological security”in“routine”and“homogeneous”actions,through reflective monitoring of action at different levels of consciousness.From the perspective of the development and reform of education and teaching,teachers cannot be satisfied with being"agents"who act in accordance with the rules of practice and logic.Instead,they should become“professional agents”who adhere to the inherent goodness requirements of education under the guidance of positive values,and who continuously improve professional abilities in independent learning and professional practice reflection,and who actively improve the current situation of education and teaching in action.The change from“agent”to“professional agent”have significant meanings to the professional development of teachers and the promotion of curriculum and teaching reform.

关 键 词：安东尼·吉登斯 结构化理论 能动者 角色嬗变 专业能动者 

分 类 号：G4[文化科学—教育学]