【摘要】：教師權(quán)威一直以來都是教育界熱議的話題,國內(nèi)外學(xué)者們對其做了大量的研究。經(jīng)梳理后發(fā)現(xiàn),研究主要涉及的是教師權(quán)威是什么和教師權(quán)威如何建立問題,對教師權(quán)威的發(fā)生發(fā)展過程以及發(fā)生機理并沒有深入的思考研究。發(fā)生學(xué)作為一種分析研究事物起源、發(fā)展和規(guī)律的方法,亦適用于分析教師權(quán)威的發(fā)生發(fā)展過程和探討教師權(quán)威的規(guī)律。論文主要以發(fā)生學(xué)原理作為理論基礎(chǔ),從起源、發(fā)展過程、發(fā)生機理三個方面對教師權(quán)威進行分析研究。在研究教師權(quán)威發(fā)展過程時,分別從教師制度權(quán)威和教師個人權(quán)威兩個方面進行探討。基于發(fā)生學(xué)的方法,教師權(quán)威經(jīng)歷了原始社會的個人權(quán)威萌芽時期、農(nóng)業(yè)社會——工業(yè)社會的制度權(quán)威彰顯時期和信息社會教師權(quán)威的消解與重構(gòu)時期三階段。教師權(quán)威的發(fā)生學(xué)研究中最重要的部分是探析教師權(quán)威的發(fā)生機理,這包括分析教師權(quán)威的存在方式問題和探尋教師權(quán)威的發(fā)生機制問題。前一個問題主要圍繞“教師”和“學(xué)生”兩者的關(guān)系展開,就目前的教師權(quán)威存在方式主要包括專制型教師權(quán)威、放縱型教師權(quán)威、教師主導(dǎo)學(xué)生主體型教師權(quán)威和主體間性型教師權(quán)威四種。這其中,前三種將“教師”與“學(xué)生”分別作為教師權(quán)威的主體或客體,將教師與學(xué)生對立起來,是不平等的師生關(guān)系,主體間性型教師權(quán)威將“教師”與“學(xué)生”用“教學(xué)活動”這個中介客體連接起來,形成了相互理解的師生關(guān)系,有利于真正的教師權(quán)威的形成和作用。教師權(quán)威的發(fā)生機制問題圍繞教師權(quán)威的觸發(fā)機制、教師權(quán)威的生成基礎(chǔ)、教師權(quán)威的發(fā)展引擎和教師權(quán)威形成的標(biāo)志四個環(huán)節(jié)展開。具體而言,教育需要觸發(fā)了教師權(quán)威的發(fā)生,師生互信構(gòu)成了教師權(quán)威生成的基礎(chǔ),教育理想牽引著教師權(quán)威的發(fā)展方向并為教師權(quán)威的發(fā)展注入不竭的動力,教學(xué)風(fēng)格標(biāo)志著教師權(quán)威的形成。論文最后,結(jié)合研究的結(jié)果分別從教師制度權(quán)威和教師個人權(quán)威兩方面分析教師權(quán)威的制約因素,并分別提出各自的優(yōu)化策略和建議,以期能為教師建立權(quán)威、發(fā)展權(quán)威做出指導(dǎo)。
[Abstract]:The authority of teachers has always been a hot topic in the field of education, and scholars at home and abroad have done a lot of research on it. After combing, it is found that the research mainly involves what the teacher authority is and how to establish the teacher authority, and there is no deep research on the occurrence and development process and the mechanism of the teacher authority. As a method of analyzing the origin, development and law of things, generology can also be used to analyze the process of occurrence and development of teacher authority and to discuss the law of teacher authority. Based on the theory of generology, this paper analyzes the authority of teachers from three aspects: the origin, the development process and the mechanism of occurrence. In the course of studying the development of teacher authority, this paper probes into the authority of teacher system and the authority of teacher. Based on the method of generology, the authority of teachers has experienced three stages: the budding period of individual authority in primitive society, the period of displaying institutional authority of agricultural society and industrial society, and the period of deconstruction and reconstruction of teacher authority in information society. The most important part in the study of teacher authority is to explore the mechanism of teacher authority, which includes analyzing the existence of teacher authority and exploring the occurrence mechanism of teacher authority. The former problem mainly revolves around the relationship between "teacher" and "student". The existing mode of teacher authority includes autocratic teacher authority and indulgent teacher authority. There are four types of teacher authority: teacher leading student subject and inter-subject teacher authority. Among them, the first three types regard "teacher" and "student" as the subject or object of the teacher's authority, and put the teacher and the student in opposition, which is an unequal teacher-student relationship. The inter-subjectivity teacher authority connects "teacher" and "student" with the intermediary object of "teaching activity", and forms the teacher-student relationship of mutual understanding, which is conducive to the formation and function of real teacher authority. The occurrence mechanism of teacher authority revolves around the trigger mechanism of teacher authority, the generating foundation of teacher authority, the development engine of teacher authority and the sign of teacher authority formation. In particular, the need for education triggers the occurrence of teacher authority. Mutual trust between teachers and students constitutes the basis for the generation of teacher authority. The educational ideal leads to the development direction of teacher authority and infuses inexhaustible power into the development of teacher authority. Teaching style marks the formation of teacher authority. Finally, combined with the results of the study, this paper analyzes the restrictive factors of teacher authority from two aspects: the authority of teacher system and the authority of individual teacher, and puts forward their own optimization strategies and suggestions respectively, in order to establish the authority for teachers. Development authority gives guidance.
【學(xué)位授予單位】：江蘇師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G451

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