“学生身份”抑或“教师身份”:研究生助教制度的意义建构与流变  

“Student”or“Teacher”:The Meaning Construction and Development of Graduate Teaching Assistant Institution

作　　者：钟筱雨 朱志勇[1] Zhong Xiaoyu;Zhu Zhiyong

机构地区：[1]北京师范大学教育学部教育管理学院

出　　处：《高等教育评论》2024年第1期113-128,共16页Higher Education Review

基　　金：北京师范大学教育学部“一流教育学科优秀人才培养机制与成效提升的研究与实践创新研究”(YLXKPY-XBTC202201)的阶段性研究成果。

摘　　要：研究生教学助理教学实践能力的提升对于高校人才培养模式改革有着重大意义。然而,当前研究生助教制度的育人价值仍被忽视,人才培养过程中仍存在“重科研而轻教学”和“导研究不导教学”现象。本文以北京师范大学两名研究生助教为个案,分析他们在担任助教时的行动与互动过程,发现不同课程运行情境中的助教与师生在制度逻辑交织背景下进行了协商,在制度叙事的唤醒与碰撞中建构了“学生身份”和“教师身份”两种地方性意义。研究呈现同一制度下不同行动者意义建构的差异,描绘了助教制度提升研究生教学实践能力的可行路径。For the reform of university talent-training mode,it is important to improve the teaching practical ability of graduate teaching assistants.However,the education value of teaching assistant(TA)institution is neglected.Moreover,in the process of talent training in universities,the phenomena of“value scientific research while neglect teaching”and“guide research while not guide teaching”still exist.Taking two graduate teaching assistants from Beijing Normal University as cases,this paper analyzed their actions and interactions, and found that, in various curriculum operation scenarios, teaching assistants, along with teachers and students, have negotiated within the intertwined context of institutional logic. Through the awakening and clashing of institutional narratives, they have constructed two locally significant meanings: the identities of “ student ” and “ teacher ” . The results show the difference of meaning construction of different actors under the same institution, and describe a feasible path of teaching assistant institution to improve the teaching practical ability of graduate students.

关 键 词：助教制度 研究生教育 栖居制度主义 

分 类 号：G643[文化科学—高等教育学]