社会时间视域下教师专业发展的实践困境与超越  

The Practical Dilemmas and Transcendence of Teacher Professional Development from the Perspective of Social Time

作　　者：刘君玲 王惠颖 Liu Junling;Wang Huiying(Faculty of Education,Shandong Normal University,Jinan Shandong 250014,China;Shandong Provincial Institute of Education Sciences.Jinan Shandong 250000,China;School of Vocational Education,Tianjin University of Technology and Education,Tianjin 300350,China)

机构地区：[1]山东师范大学教育学部,山东济南250014 [2]山东省教育科学研究院,山东济南250000 [3]天津职业技术师范大学职业教育学院,天津300350

出　　处：《教育科学》2024年第6期23-30,共8页Education Science

基　　金：国家社科基金教育学一般项目“制造业数字化转型背景下职业院校学生劳动素养评价模型构建研究”(项目编号:BJA220251)。

摘　　要：时间具有社会属性,教师专业发展作为一种社会性的活动,受社会时间结构变化的影响。工业时代机械时间的确立、技术手段对时间的解耦以及机械标准时间结构的内化,造成了标准时间对其他形式的时间的宰制,导致教师专业发展节奏的同步划一、专业发展规划的层层嵌套以及日常工作安排的全景敞视等实践困境。为了走出当前教师专业发展的实践困境,需要在自然节律中促进教师专业发展的弹性调整,在时间链接下注重专业智慧的经验积淀,在互动时机中促进专业自我的意义丰盈。Time has a social attribute,and teacher professional development,as a social activity,is influenced by changes in the social time structure.The establishment of mechanical time in the industrial era,the decoupling of time by technological means,and the internalization of the mechanical standard time structure have led to the dominance of standard time over natural time and situational time.This has resulted in practical dilemmas such as the synchronization and uniformity of the pace of teacher professional development,the hierarchical nesting of professional development planning,and the panoramic visibility of daily work arrangements.To extricate from the current practical predicaments of teacher professional development,it is necessary to promote the flexible adjustment of teacher professional development in the natural rhythm,attach importance to the accumulation of professional wisdom through time-linked experiences,and enrich the meaning of professional self through interactive opportunities.

关 键 词：社会时间 时间结构 专业发展 实践困境 

分 类 号：G451.6[文化科学—教育学]