实践共同体视阈下高职中非人才联合培养项目教师主体身份构建研究——以成都航空职业技术学院为例  

A Study on the Construction of Teacher Identity in Sino-African Joint Vocational Training Programs from the Perspective of Communities of Practice——Taking Chengdu Aeronautic Polytechnic as an Example

作　　者：曾圣洁 ZENG Shengjie(Chengdu Aeronautic Polytechnic,Chengdu 610100,China)

机构地区：[1]成都航空职业技术学院,成都610100

出　　处：《成都航空职业技术学院学报》2024年第4期37-41,共5页Journal of Chengdu Aeronautic Polytechnic

基　　金：2022年成都航空职业技术学院校级科研项目“中非职教合作中的实践共同体研究——以成都航院中非应用型人才联合培养项目为例”(06221068)。

摘　　要：在中非国际化项目实施过程中,校企合作逐渐成为推动项目实施的必要路径。然而,学校中的教师主体却容易受到忽视。其中,高职院校对教师主体在国际化项目中的身份构建认识不清晰,对项目具体实施造成一定困难。为此,基于中塞人才联合培养项目案例,运用“实践共同体”理论剖析教师共同体在项目中主体作用,厘清对项目目标责任的理解,从项目内教师群体所处的社会历史语境、交际行为中的初始定位、心理通融策略、交际行为技巧等5个方面,提出强化主体能动性的方法与策略,推动教师群体在项目中有效地构建多元身份,以推动中非人才联合培养项目的可持续发展。In the process of the implementation of Sino-African internationalization projects,school-enterprise cooperation has gradually become a necessary way to promote the implementation of projects.However,teaching group in schools is easy to be ne-glected.Among them,higher vocational colleges do not have a clear understanding of the identity construction of teachers in the inter-nationalization project,which causes certain difficulties for the specific implementation of the internationalized project.To this end,based on the case of the Sino-Senegal Talent Joint Training Project,the study uses the theory of“Community of Practice”to analyze the main role of the teacher community in the project,and clarifies the understanding of the project objectives.In addition,from the analysis of the social and historical context of the teachers in this project,the initial positioning of communicative behavior,psycho-logical accommodation strategies and communicative behavior skills,the methods and strategies to strengthen the initiative of the main body are proposed,so as to promote the effective construction of multiple identities of the teachers in the project and to promote the sustainable development of the Sino-African joint vocational training program.

关 键 词：实践共同体 中非人才培养 教师主体 身份构建 

分 类 号：G526.9[文化科学—教育学]