【摘要】：教師偏見是一種態(tài)度、情感和行為趨勢(shì)。教師偏見來(lái)自于教師個(gè)人生活史的建構(gòu)和主流價(jià)值觀、社會(huì)制度、教育法律法規(guī)等外部型構(gòu);教師偏見具有自律和他律的特點(diǎn),但主要是自律,是一個(gè)從自律到他律然后再到自律的螺旋式上升的過(guò)程。教師偏見是教師內(nèi)心的沖突和掙扎,教師在權(quán)力化的師生關(guān)系、班級(jí)規(guī)模、教師評(píng)價(jià)制度、教育效率中尋求偏見的外部話語(yǔ)與教師職業(yè)道德的內(nèi)在話語(yǔ)的平衡。
[Abstract]:Teacher prejudice is a trend of attitude, emotion and behavior. Teacher prejudice comes from the construction of teachers' personal life history and the external structure of mainstream values, social systems, educational laws and regulations, etc. Teacher prejudice has the characteristics of self-discipline and heteronomy, but it is mainly self-discipline, which is a spiral rising process from self-discipline to heteronomy and then to self-discipline. Teacher bias is a conflict and struggle in the teacher's heart. Teachers seek the balance between the external discourse of prejudice and the internal discourse of teachers' professional ethics in the power of teacher-student relationship, class size, teacher evaluation system, and educational efficiency.
【作者單位】： 首都師范大學(xué);
【基金】：徐玉珍教授主持的全國(guó)教育科學(xué)“十一五”規(guī)劃教育部重點(diǎn)課題《中國(guó)課程教學(xué)三十年:教師生活史的視角》(DAA090135)子課題研究成果之一
【分類號(hào)】：G451
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本文編號(hào)：2474155