场域变迁中的冲突与调适——一项关于交流轮岗教师社会表征建构的质性研究  

Conflict and Adjustment in the Shift of Fields:A Qualitative Study on the Construction of Social Representations by Teachers in Rotational Assignments

作　　者：孙元涛[1] 章婧 SUN Yuantao;ZHANG Jing(College of Education,Zhejiang University,Hangzhou 310058)

机构地区：[1]浙江大学教育学院,杭州310058

出　　处：《教育发展研究》2024年第15期42-49,共8页Research in Educational Development

基　　金：国家社会科学基金教育学重大项目“新发展阶段教育促进共同富裕研究”(VFA220003)的部分成果。

摘　　要：交流轮岗教师适应新工作场景的过程实际上是其社会表征的重构过程,历经锚定、具体化、自然化以及整合创生等社会心理机制。以社会表征理论为框架,通过质性研究将交流轮岗教师文化冲突与调适的内隐过程呈现出来,有助于引导交流轮岗教师将新环境中的信息、规范和教学方法与自身的原有理念、经验和知识相整合,加深对社会规范和价值观的内化,构建富有持续创生意义的新认知结构。The process by which rotational assignment teachers adapt to new work environments is essentially a reconstruction of their social representations,involving social-psychological mechanisms such as anchoring,objectification,naturalization,and integrative creation.By utilizing social representation theory as a framework,this qualitative study reveals the implicit processes of cultural conflict and adjustment experienced by exchange teachers.This approach aids in guiding these teachers to integrate the information,norms,and teaching methods encountered in the new environment with their pre-existing beliefs,experiences,and knowledge,thereby deepening the internalization of social norms and values and fostering the construction of new cognitive structures with enduring and generative significance.

关 键 词：交流轮岗教师 社会表征理论 适应过程 质性研究 

分 类 号：G451[文化科学—教育学]