教师行为的内在结构及自我形塑  

Intrinsic Structure and Self-Formation of Teacher Behavior

作　　者：付有能 陈燕浩 Fu Youneng;Chen Yanhao

机构地区：[1]重庆高新区公共服务局,重庆400050 [2]重庆市教育科学研究院基础教育研究所,重庆400010

出　　处：《中国教育科学(中英文)》2025年第2期13-20,共8页Education Sciences in China

基　　金：重庆市教育评估研究会2024年度重点课题“区域教育数字化体系构建与实践研究”(PJY2024052)。

摘　　要：对教育根本任务与根本问题的解决和回答面临的一个前提性追问是“谁来培养人”,这一追问指向的是“培养人的人是什么样的人”这一根源性问题,是教师对自我角色和身份的定位和确证。教师在这一过程中主要会经历对“我能够做什么”“我应该做什么”“我愿意做什么”的权衡,由此也从“能不能”“该不该”“愿不愿”三个层面形成了内置于教师行为之中的结构要素。在这三个要素下的八种具体行为组合就构成了解释教师行为的完整结构。教师的自我提升也必然是教师行为结构要素不断优化和良性互构的结果。To solve and answer the fundamental task and issue of education,it is essential to answer the question of“Who will cultivate learners?”This inquiry leads to the profound question of“What qualities define the people who cultivate others?”This is teachers’positioning and confirmation of their own role and identity.In this process,teachers will evaluate“What can I do?”“What should I do?”and“What do I want to do?”and formulate the structural elements of capacity,responsibility and willingness embedded in their behavior.Eight specific behavior combinations under these three elements constitute the complete structure to explain teacher behavior and their self-improvement must also be the result of the continuous optimization and benign mutual construction of structural elements of teacher behavior.

关 键 词：教师行为 内在结构 教师素养 

分 类 号：G451[文化科学—教育学]