桎梏与突破:人本视域下教师蝶化发展研究  

Fetters and Breakthroughs:A Study on the Butterfly Development of Teachers from the Perspective of Humanism

作　　者：高乐甜 王景芝 Gao Letian;Wang Jingzhi(The first kindergarten,Hebei Normal University,Shijiazhuang 050000,China;Beijing Normal University Teacher Education Research Center Taihang Branch,Xingtai University,Xingtai 054001,China)

机构地区：[1]河北师范大学第一幼儿园,河北石家庄050000 [2]邢台学院北京师范大学教师教育研究中心太行分中心,河北邢台054001

出　　处：《继续教育研究》2025年第5期74-79,共6页Continuing Education Research

摘　　要：当前教师的专业发展存在体制化、学科化和个人化等诸多问题,消解着教师在专业发展中的主体性、自主性以及对教师的终极性关怀,亟须蝶化发展加以解决。教师蝶化发展是教师在不断学习反思中逐渐实现其完整的生命发展的过程,人本主义教育思想重视作为主体的人的尊严、个性和潜能,对教师实现蝶化发展具有重要的理论价值和实践意义。人本主义视域下通过“ERG理论”“成长型思维模式”“非指导性教学”“学习型组织”等途径从目标、过程、方法和人际层面共同助力于教师蝶化发展的全面实现。At present,there are many problems in the professional development of teachers,such as institutionalization,discipline and personalization,which eliminate teachers’subjectivity,autonomy and ultimate care for teachers in professional development,and urgently need to be solved by butterfly development.The butterfly-shaped development of teachers is a process in which teachers gradually realize their complete life development in the process of continuous learning and reflection.The humanistic educational thought attaches importance to the dignity,personality and potential of the main body,and has important theoretical value for teachers to achieve butterfly-shaped development and practical significance.From the perspective of humanism,through“ERG needs hierarchy theory”,“growth mindset”,“non-guided teaching”and other means,from the goal,process,method and interpersonal level,it helps to realize the full realization of teachers’butterfly development.

关 键 词：人本主义 教师蝶化发展 ERG需要层次理论 成长型思维模式 非指导性教学 

分 类 号：G645[文化科学—高等教育学]