中国式教育现代化视角下教师身份的重构  

Reconstruction of Teacher Identity from the Perspective of Chinese Educational Modernization

作　　者：朱洪 吴义昌 Zhu Hong;Wu Yichang(School of Educational Science,Jiangsu Normal University)

机构地区：[1]江苏师范大学教育科学学院(教师教育学院)

出　　处：《教书育人（高教论坛）》2024年第10期60-64,共5页

基　　金：江苏师范大学研究生科研与创新项目“斯腾豪斯与苏霍姆林斯基教师研究思想的比较研究”(2024XKT0701)。

摘　　要：关于教师身份的研究历来已久,在我国不同的历史发展时期,教师身份呈现不同的特点与内容,一直处于变化当中。教师身份嬗变的原因大致可以归为三类:现实原因、理论原因和观念原因。在新时代中国式教育现代化的视角下,教师身份大致呈现三个维度,一是教育身份,教师需要打破原先的桎梏,作为研究者从事教育活动;二是作为文化的传承者,处理好传统文化的继承和传播问题;三是作为生态人的身份,为祖国培养下一代生态人。The study of teacher identity has a long history,with different characteristics and content at various stages of historical development in China.Teacher identity has been constantly evolving.The reasons for the transformation of teacher identity can be broadly categorized into three types:practical reasons,theoretical reasons,and conceptual reasons.From the perspective of educational modernization in the new era of China,teacher identity can be seen in three dimensions:first,as educators,teachers need to break free from previous constraints and engage in educational activities as researchers;second,as cultural transmitters,they must effectively handle the inheritance and dissemination of traditional culture;and third,as ecological individuals,they have the responsibility to cultivate the next generation of ecological citizens for the country.

关 键 词：教师身份 研究者 文化传承者 生态人 

分 类 号：G640[文化科学—高等教育学]