【摘要】：非師范專業(yè)教師主要指職前未系統(tǒng)學習過教育學知識,未進行過教育實習、實踐鍛煉的專門人員。具體來講可劃分為職前在高等教育的綜合大學和師范院校非師范專業(yè)學習的人員、職前主要接受中等師范教育以外的從教人員以及職前接受教育程度在初等以下的人員。馬克思實踐合理性在本質上是基于工具理性與價值理性、目的性與規(guī)律性基礎上的社會合理性發(fā)展與人的合理性發(fā)展相統(tǒng)一。本研究運用文獻法、比較法以及歷史研究法對非師范專業(yè)教師群體進行展開分析論證,發(fā)現(xiàn)該教師在不同歷史時期以不同形式既促進了國家、社會、地區(qū)和學校的發(fā)展,符合了歷史發(fā)展規(guī)律,同時也實現(xiàn)了自身發(fā)展,達到了社會發(fā)展和個人發(fā)展的協(xié)調統(tǒng)一,體現(xiàn)了事物發(fā)展的合理性,具有合理性價值。然而辯證法指出事物存在發(fā)展的肯定性中同時也包含著事物否定性的一面,非師范專業(yè)教師存在的合理性不是絕對性的,其存在的合理性問題主要表現(xiàn)為工具理性與價值理性的沖突、自由發(fā)展與市場規(guī)律的沖突、數(shù)量規(guī)模與教師專業(yè)結構發(fā)展的沖突、“邊緣化”發(fā)展與教師素質要求的沖突以及其素質要求與學生發(fā)展的沖突幾個方面,導致這些合理性問題主要是由于整個社會的政治制度、經濟發(fā)展、教育教學發(fā)展以及非師范專業(yè)教師個人等基本要素綜合產生的結果。非師范專業(yè)教師作為教師整體的一部分,不論現(xiàn)在還是今后都是學術界應該關注的重要課題,而事實上,探討、重組、優(yōu)化這一教師群體更體現(xiàn)的是一種學術責任。從馬克思實踐合理性本質出發(fā),該教師存在要達到社會合理性發(fā)展與個人合理性發(fā)展的相統(tǒng)一,必須發(fā)揮其應有價值,克服存在問題。國家層面要建設完善的保障制度如建立非師范專業(yè)教師存在的合法性專項組織來消除社會對非師范專業(yè)教師發(fā)展的阻抗,在強調非師范專業(yè)教師對社會發(fā)展的工具價值的同時更要成分挖掘其自身的內在價值屬性,非師范專業(yè)教師需要在國家的統(tǒng)籌安排下保持適當合理性的存在發(fā)展,非師范專業(yè)教師自身專業(yè)化素質的加強是其合理性存在發(fā)展的根本保證,形成以學校為突破口的專業(yè)成長平臺和共同體能夠有力促進其專業(yè)發(fā)展從而使其更好存在。
[Abstract]:Non-normal teachers mainly refer to professionals who have not systematically studied pedagogy knowledge, have not carried out educational practice and practiced training before their service. Specifically, it can be divided into the personnel of non-normal major study in the comprehensive university and the normal college in the higher education before employment, those who mainly receive the secondary normal education and those who have received the education before the job below the elementary level. Marx's practical rationality is essentially based on instrumental rationality and value rationality, and the development of social rationality on the basis of purpose and regularity is unified with the rational development of human beings. This study uses the literature, comparative and historical research methods to analyze and demonstrate the non-normal teachers' group, and finds that the teacher has promoted the development of the country, society, region and school in different historical periods in different forms. It not only accords with the law of historical development, but also realizes its own development, and achieves the harmony and unity of social development and individual development, which embodies the rationality of the development of things and has reasonable value. However, dialectics points out that the certainty of the existence and development of things also contains the negative side of things, and the rationality of the existence of non-teachers' teachers is not absolute. The rationality of its existence is mainly manifested in the conflict between instrumental rationality and value rationality, the conflict between free development and market law, the conflict between quantity and scale and the development of teachers' professional structure. The conflict between the development of "marginalization" and the demands of teachers' quality and the conflict between their quality requirements and the development of students has led to these rational problems mainly due to the political system and economic development of the whole society. The development of education and teaching, as well as the non-normal professional teachers and other basic elements of the synthesis of the results. As a part of the whole teachers, non-normal teachers are an important subject that should be paid attention to by the academic circles now and in the future. In fact, it is a kind of academic responsibility to explore, reorganize and optimize this group of teachers. Starting from the essence of Marx's practical rationality, the teacher's existence must give play to its due value and overcome the existing problems in order to achieve the unity between the development of social rationality and the development of individual rationality. At the national level, it is necessary to establish a sound security system such as the establishment of a special organization for the legitimacy of the existence of non-normal teachers to eliminate the social resistance to the development of non-normal teachers. While emphasizing the instrumental value of non-normal teachers to social development, it is necessary to excavate their own intrinsic value attributes. Non-normal teachers need to maintain proper rational existence and development under the overall arrangement of the state. The strengthening of the professional quality of non-normal teachers themselves is the fundamental guarantee of its rational existence and development. The formation of a professional growth platform and a community with the breakthrough of school as the breakthrough point can promote its professional development and make it better exist.
【學位授予單位】：寧夏大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G451

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