“教书匠”到“教育家”:基于角色认同的教师主体性重构  

From Teacher to Educator—the Reconstruction of Teacher’s Subjectivity Based on Role Identity

作　　者：李乙 LI Yi(Ankang University,Ankang 725000,China)

机构地区：[1]安康学院教育学院,陕西安康725000

出　　处：《黑龙江生态工程职业学院学报》2025年第2期109-115,共7页Journal of Heilongjiang Vocational Institute of Ecological Engineering

基　　金：陕西省“十四五”教育科学规划2024年度课题项目“教育家精神赋能地方应用型本科院校师范生培养的路径研究”(SGH24Q304);2024年度陕西省教育厅一般专项科学研究计划项目“教育家精神赋能陕西省地方优师专项师范生的成效评价及提升路径研究”(24JK0005);2025年度陕西省哲学社会科学研究专项青年项目“数字化转型背景下陕西地方院校师范生数字素养调查及对策研究”(2025QN0448)。

摘　　要：主体性是主体在对象性活动中内在力量的凸显。教师作为教育生活中的鲜活要素,其主体性的建构是影响专业发展的根本。立足角色认同理论审视当前教师主体性面临的困境,包括社会公众期待与教师自我认知不协调、学校管理与教师自我规划不一致、教师自身角色认同建构存在阻力。基于此,社会应树好教育家精神的风向标,学校应坚守教师本位的主阵地,教师要秉承德才兼备的精神力。Subjectivity is the manifestation of the inner power of the subject in the object activity.As an important element in educational life,teacher’s subjectivity affects professional development.Based on the theory of role identity,this paper finds out the current problems of teachers’subjectivity,including the disharmony between public expectations and teachers’cognition,the inconsistency between school management and teacher planning,and the difficulty of teachers’identification with correct roles.Therefore,the society should set up the wind vane of educator’s spirit,the school should stick to the main position of teacher’s standard,and the teacher should have the ability of both virtue and ability.

关 键 词：教育家精神 教书匠 角色认同 主体性 

分 类 号：G451.2[文化科学—教育学]