【摘要】： 作為普遍的、基本的人類需要,自主是人類自組織行動(dòng)的自然傾向,它以獨(dú)立、自由、自我決定和主動(dòng)創(chuàng)造為主要特征。教師自主具有存在的內(nèi)在價(jià)值和意義。這不僅因?yàn)槿蚧�、信息化思潮的興起、終生學(xué)習(xí)理念的推行向教師提出了轉(zhuǎn)變角色、自主創(chuàng)新、促進(jìn)學(xué)生自主學(xué)習(xí)和職業(yè)技能更新的新要求,更在于教師生命內(nèi)蘊(yùn)的主動(dòng)性、自覺性與創(chuàng)造沖動(dòng),需要?dú)v經(jīng)自在到自為的轉(zhuǎn)換才能喚醒和激發(fā)。因此,本文立足于教師生命自主的視角,以教師與外部環(huán)境的交互作用為主線,在對已有研究進(jìn)行分析、梳理與辨析的基礎(chǔ)上,對“教師自主”這一概念進(jìn)行了情境化的多維闡釋,進(jìn)而從自主的視角對中國古代的教師發(fā)展進(jìn)行了全面的審視,并對當(dāng)代中國教師發(fā)展的權(quán)責(zé)邊界、現(xiàn)實(shí)困境以及教師自我超越的現(xiàn)實(shí)路徑進(jìn)行了分析與探究。 從論文的篇章結(jié)構(gòu)上說,本文主要包含以下三大部分:論文的第一部分(第一章)以已有研究的反思、人之自主的歷史考察為基礎(chǔ),對“什么是教師自主”這一問題進(jìn)行了情境化的多維闡釋:其一,在對外的向度中,教師自主即超越強(qiáng)制的自我解放,主要表現(xiàn)為人際關(guān)系中的自主、制度中的自主和工具規(guī)范中的自主。其二,在對內(nèi)的向度中,教師自主即內(nèi)部增能的自我超越,主要表現(xiàn)為教學(xué)中的自主、學(xué)習(xí)中的自主和日常生活中的自主。 論文的第二部分(第二章、第三章、第四章)對中國教師自主的狀況進(jìn)行了歷史考察,并對當(dāng)代中國教師自主的現(xiàn)實(shí)困境進(jìn)行探討。具體而言,這一部分主要包含以下三方面的內(nèi)容:其一,從自主的視角對中國古代的教師發(fā)展進(jìn)行了透視,對中國教師緣起中的自主創(chuàng)造、官方經(jīng)學(xué)教育對經(jīng)師的控制及其現(xiàn)實(shí)策略、道統(tǒng)中的“成己”“成人”之道及其衍化進(jìn)行了詳盡的分析與探討。研究結(jié)論表明:①先知圣賢的經(jīng)驗(yàn)傳遞與文化創(chuàng)生、王宮之師的文化傳承、孔子的“述而不作”與“誨人不倦”既標(biāo)示著中國教師的緣起,又是教師自主創(chuàng)造的集中表達(dá)。②隨著國家的統(tǒng)一,封建統(tǒng)治者憑借養(yǎng)民、保民獲得的特權(quán),國家有意識地用行政手段限定語言文字和選擇教師的范圍、采用法典和制度化策略控制教師、以權(quán)威決斷壓縮教師功能至傳遞等策略對教師進(jìn)行規(guī)限。面對外部的嚴(yán)格規(guī)限,一部分知識分子高揚(yáng)“道學(xué)”的大旗捍衛(wèi)真理。他們以“成己”“成人”之道的言說與踐行,彰顯了中國古代教師自主創(chuàng)造的集體智慧。 其二,對中國近代“新教育”中的教師自主進(jìn)行了詳盡的分析和探討。研究結(jié)果表明:①洋務(wù)運(yùn)動(dòng)因應(yīng)國難的現(xiàn)實(shí)挑戰(zhàn),開始了由外國語教育到技術(shù)教育再到科學(xué)知識教育的艱難探索。這一教育改革的嘗試,一方面使中國教育突破了儒家倫理教育的藩籬,走上與世界溝通的旅程;另一方面又把教師降格為執(zhí)行外部預(yù)設(shè)方案的工具,使中國教師發(fā)展走上了職業(yè)化的道路。②《奏定學(xué)堂章程》的頒布實(shí)施,不僅實(shí)現(xiàn)了中國教育的制度化,而且使中國教師發(fā)展由自發(fā)走向了自為的專業(yè)化發(fā)展。③民國時(shí)期,伴隨新文化運(yùn)動(dòng)而起的教育獨(dú)立運(yùn)動(dòng),開始了中國教師自覺維權(quán)的專業(yè)化歷程。這一時(shí)期的教師,一方面以高度的社會(huì)責(zé)任心強(qiáng)調(diào)學(xué)術(shù)研究的獨(dú)立、自我能力的提升和教師專業(yè)基準(zhǔn)的統(tǒng)一,另一方面以不畏艱難的抗?fàn)幍种茋裾畬逃牟划?dāng)干預(yù)、爭取自己應(yīng)有的權(quán)利。 其三,對中國當(dāng)代重提教師自主的基礎(chǔ)、現(xiàn)實(shí)背景以及演化進(jìn)程進(jìn)行了探究,并對當(dāng)前教師自主面臨的現(xiàn)實(shí)困境進(jìn)行了詳盡的分析。研究結(jié)論表明,中國當(dāng)代重提教師自主是對新中國建國初期17年教育改革的繼承與發(fā)展。綜觀中國當(dāng)代教師自主的外部環(huán)境,我們可以得出以下三點(diǎn)整體認(rèn)識:①管理體制縱向分層、橫向分類的變革構(gòu)想及其實(shí)施,意味著教師作為一個(gè)群體擁有了自己特有的自主空間,而權(quán)責(zé)關(guān)系的平衡規(guī)則,又對教師自主范圍內(nèi)的責(zé)任進(jìn)行了相應(yīng)的規(guī)約。②作為規(guī)定權(quán)限的載體,法律、法規(guī)不僅賦予教師從事教學(xué)、研究、參與管理、進(jìn)修培訓(xùn)等多種權(quán)力,同時(shí)也要求教師培養(yǎng)具有當(dāng)代社會(huì)生活必備素養(yǎng)的一代新人,從而對當(dāng)代中國教師提出了巨大挑戰(zhàn)。在外部賦權(quán)的現(xiàn)實(shí)背景下,當(dāng)代中國教師面臨的現(xiàn)實(shí)困境在于,知識“箱格化”造成了公共話語喪失、教師自我反思的缺乏導(dǎo)致了思維固化和個(gè)人主義教學(xué)文化阻礙了資源的流動(dòng)三大方面。 論文的第三部分(第五章)以“新基礎(chǔ)教育”研究為依托,對教師在創(chuàng)設(shè)發(fā)展生境中的變化過程及其原因進(jìn)行了“溯因推理”。研究結(jié)論表明:學(xué)校外部環(huán)境對教師發(fā)展和學(xué)生主動(dòng)發(fā)展的關(guān)注,使得以條塊分割為典型特征的校內(nèi)組織無法承擔(dān)學(xué)校應(yīng)有的育人功能,這是組織重心下移的最初起因。但權(quán)力空間的擁有,恰恰彰顯了各類人員(學(xué)校領(lǐng)導(dǎo)、第一責(zé)任人、學(xué)科教師、班主任)的能力不足。此種情況下,各類人員的專門研訓(xùn)、校內(nèi)資源的多向流動(dòng)、教師之間的差異和學(xué)校制度的及時(shí)變更是教師自我發(fā)展的重要條件。另一方面,隨著教師探究能力的提升,教師研究學(xué)生、研究教學(xué)、自我學(xué)習(xí)等方面的自主創(chuàng)造又促進(jìn)了校內(nèi)學(xué)習(xí)資源的豐富,而伴隨全程的多層綜合則保證了校內(nèi)外優(yōu)質(zhì)資源的有效積聚與輻射。總之,教師在創(chuàng)設(shè)發(fā)展生境過程中的自主創(chuàng)造隨著改革的深入日漸增強(qiáng)。
[Abstract]:As a universal and basic human need, autonomy is the natural tendency of human self-organization. It is characterized by independence, freedom, self-determination and active creation. Teachers'autonomy has intrinsic value and significance of existence. This is not only because of globalization and the rise of information trend of thought, but also because of the change of lifelong learning concept to teachers. The new requirements of roles, independent innovation, and the promotion of students'autonomous learning and renewal of vocational skills lie more in the initiative, consciousness and creative impulse inherent in teachers' lives, which need to undergo the transition from freedom to action to arouse and stimulate. Based on the analysis of the existing research, combing and discriminating, this paper makes a situational multi-dimensional interpretation of the concept of "teacher autonomy", and then makes a comprehensive survey of the development of teachers in ancient China from the perspective of autonomy. It also examines the boundaries of power and responsibility, the dilemma of reality and the reality of teachers'self-transcendence in Contemporary China. The path is analyzed and explored.
From the structure of the paper, this paper mainly contains the following three parts: The first part of the paper (Chapter 1) based on the reflection of the existing research and the historical investigation of human autonomy, it gives a situational multi-dimensional interpretation of the problem of "what is teacher autonomy". First, in the external dimension, teacher autonomy is beyond compulsion. Self-liberation is mainly manifested in the autonomy of interpersonal relationships, the autonomy of institutions and the autonomy of instrumental norms. Secondly, in the internal dimension, teacher autonomy is the self-transcendence of internal empowerment, which is mainly manifested in teaching autonomy, learning autonomy and daily life autonomy.
The second part of the thesis (Chapter 2, Chapter 3, Chapter 4) makes a historical investigation of the situation of teacher autonomy in China, and discusses the realistic dilemma of teacher autonomy in contemporary China. Specifically, this part mainly includes the following three aspects: First, from the perspective of autonomy, a perspective of the development of teachers in ancient China. The independent creation in the origin of Chinese teachers, the control of the official Confucian classics education over the Confucian classics teachers and their realistic strategies, the way of "becoming oneself" and "becoming adults" in the Taoist tradition and their derivation are analyzed and discussed in detail. With the unification of the country, the feudal rulers, by virtue of the privileges of supporting the people and protecting the people, deliberately used administrative means to limit the scope of language and the choice of teachers, adopted codes and institutionalized strategies to control teachers and exercised power. Some intellectuals hold high the banner of "Taoism" to defend the truth in the face of the strict external restrictions. Their words and practices of "becoming oneself" and "becoming an adult" highlight the collective wisdom created by teachers in ancient China.
The results show that: (1) The Westernization Movement, in response to the realistic challenges of the national crisis, began a difficult exploration from foreign language education to technical education and then to scientific knowledge education. The barrier of family ethics education leads to a journey of communication with the world. On the other hand, it demotes teachers as a tool for implementing external presupposition plans, which leads to the professionalization of Chinese teachers'development. (3) During the period of the Republic of China, the educational independence movement accompanied by the New Culture Movement began the process of professionalization of Chinese teachers'self-conscious protection of their rights. It is hard to resist the national government's improper intervention in education and strive for its due rights.
Thirdly, this paper explores the basis, realistic background and evolution process of revisiting teacher autonomy in contemporary China, and makes a detailed analysis of the current dilemma of teacher autonomy. In the external environment of teacher autonomy, we can draw the following three overall understandings: 1. The idea of vertical stratification and horizontal classification of management system and its implementation mean that teachers as a group have their own unique autonomous space, and the balance of power and responsibility rules also stipulate the responsibilities within the scope of teacher autonomy. (2) As the carrier of prescribed authority, laws and regulations not only endow teachers with the power to engage in teaching, research, participation in management and further training, but also require teachers to train a new generation with the necessary qualities of contemporary social life, which poses a great challenge to contemporary Chinese teachers. The dilemma faced by teachers lies in the loss of public discourse caused by the boxed knowledge, the lack of teachers'self-reflection, the solidification of thinking and the hindrance of individualistic teaching culture to the flow of resources.
The third part (Chapter Five) of the thesis, based on the research of "New Basic Education", makes "retrospective reasoning" on the process and causes of teachers'change in creating development habitats. The law undertakes the educational function that the school should have, which is the initial cause of the downward shift of the organization's center of gravity. However, the possession of power space just shows the inadequacy of the abilities of all kinds of personnel (school leaders, first responsible persons, subject teachers, class teachers). The timely change of school system is an important condition for teachers'self-development. On the other hand, with the improvement of teachers' inquiry ability, teachers'self-creation in researching students, teaching and self-learning promotes the enrichment of learning resources in schools, while the multi-level synthesis along with the whole process ensures the effective accumulation of high-quality resources inside and outside schools. In short, teachers' autonomous creation in the process of creating developmental habitats is increasing with the deepening of reform.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2008
【分類號】：G451.1

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前2條

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相關(guān)碩士學(xué)位論文 前8條

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8 張寧;自主成長型教師專業(yè)發(fā)展研究[D];安徽師范大學(xué);2012年

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本文編號：2237603