本文選題：自我認(rèn)同 + 認(rèn)同危機(jī)　； 參考：《陜西師范大學(xué)》2009年博士論文

【摘要】： 教育心理學(xué)對教師自我認(rèn)同的研究更多地側(cè)重于教師形象、角色與人格等方面,強(qiáng)調(diào)研究的可測性；教育社會學(xué)對教師自我認(rèn)同的研究更多地強(qiáng)調(diào)社會情境的相關(guān)性,注重教師自我認(rèn)同的社會性因素分析；在后現(xiàn)代主義思潮的影響下,學(xué)者們強(qiáng)調(diào)自我認(rèn)同的語言建構(gòu),認(rèn)為只有在自我敘述與反思的過程中才能夠形成教師的自我認(rèn)同。本文試圖在哲學(xué)、社會學(xué)與心理學(xué)等相關(guān)理論的支撐下,對教師專業(yè)發(fā)展中的自我認(rèn)同進(jìn)行多領(lǐng)域的交叉研究,在探討教師專業(yè)發(fā)展中自我認(rèn)同與認(rèn)同危機(jī)的基礎(chǔ)上,分析教師專業(yè)發(fā)展中的合理認(rèn)同問題,進(jìn)而在合理認(rèn)同的視域下探討教師專業(yè)發(fā)展的實現(xiàn)路徑問題,以期豐富教師教育的研究內(nèi)容,深化對教師專業(yè)發(fā)展的認(rèn)識與思考。 教師專業(yè)發(fā)展中的自我認(rèn)同是教師依據(jù)個人專業(yè)經(jīng)歷所形成的作為反思性理解的自我,主要集中于教師專業(yè)發(fā)展的主體性研究,強(qiáng)調(diào)教師對專業(yè)發(fā)展內(nèi)涵的合理辨識與主動建構(gòu),強(qiáng)調(diào)教師對專業(yè)價值、身份與角色等的合理辨識與主動建構(gòu),強(qiáng)調(diào)教師對專業(yè)經(jīng)歷與專業(yè)經(jīng)驗進(jìn)行深度敘述與反思性理解。教師的專業(yè)發(fā)展歸根是自我實現(xiàn)的價值追求,它不能回避外部的身份規(guī)約與角色期待,教師需要對其專業(yè)價值、身份與角色等進(jìn)行合理辨識與主動建構(gòu),這影響著教師專業(yè)發(fā)展的主體性問題、目標(biāo)問題、動力問題以及發(fā)展路徑問題。 自我認(rèn)同最終要謀求一種合理認(rèn)同,只有合理的自我認(rèn)同才能夠更好地促進(jìn)教師的專業(yè)發(fā)展。自我認(rèn)同與認(rèn)同危機(jī)是一個問題的兩種狀態(tài),認(rèn)同危機(jī)的化解內(nèi)在需要教師專業(yè)發(fā)展中的合理認(rèn)同。本文的研究重心即是探討教師專業(yè)發(fā)展中的合理認(rèn)同,最終落腳于合理認(rèn)同視域下教師專業(yè)發(fā)展的實現(xiàn)路徑問題。本文首先對教師專業(yè)發(fā)展中的自我認(rèn)同進(jìn)行多層面的透視,然后梳理、歸納與反思教師專業(yè)發(fā)展中的諸多認(rèn)同危機(jī),進(jìn)而著重探討教師專業(yè)發(fā)展中合理認(rèn)同的內(nèi)涵,并在合理認(rèn)同視域下謀求教師專業(yè)發(fā)展的實現(xiàn)路徑。教師專業(yè)發(fā)展中的合理認(rèn)同不是自顧自的自我認(rèn)同,而是在合規(guī)律性與合目的性的關(guān)系中,幫助教師實現(xiàn)“自我”的合理辨識與主動建構(gòu),幫助教師在敘述與反思、對話與協(xié)商的過程中,更好地促進(jìn)自身的專業(yè)發(fā)展。在合理認(rèn)同的視域下,我們需要注重教師專業(yè)發(fā)展中“自我”的覺醒與生成,重視敘述與反思的語言轉(zhuǎn)向,重視教師專業(yè)發(fā)展中的對話與協(xié)商,以及教師自我的積極調(diào)適與相關(guān)心理機(jī)制的培育。 在研究的過程中,本文著重以下幾個方面的研究內(nèi)容：第一,以自我認(rèn)同的合理性與教師的主觀態(tài)度為橫縱坐標(biāo)軸,對教師專業(yè)發(fā)展中的自我認(rèn)同進(jìn)行一種靜態(tài)的分類與表征。把教師專業(yè)發(fā)展中的自我認(rèn)同分為四類,即積極的合理認(rèn)同、消極的合理認(rèn)同、消極的不合理認(rèn)同和積極的不合理認(rèn)同；第二,借鑒“自我更新”教師專業(yè)發(fā)展階段理論與職業(yè)錨的相關(guān)理論,分別探討在“非關(guān)注”、“虛擬關(guān)注”、“生存關(guān)注”、“任務(wù)關(guān)注”以及“自我更新關(guān)注”五個階段教師自我認(rèn)同的特性；第三,對教師專業(yè)發(fā)展中的諸多認(rèn)同危機(jī)進(jìn)行了梳理、歸納與反思,探討了在教師專業(yè)價值、身份與角色等認(rèn)同危機(jī)的影響下,教師專業(yè)發(fā)展的定位與規(guī)劃、教師的創(chuàng)造性及一系列心理體驗遭遇到何種的困境,探討了教師專業(yè)發(fā)展中語言轉(zhuǎn)向的內(nèi)在訴求,以及教師如何在化解危機(jī)的同時實現(xiàn)自身的專業(yè)發(fā)展；第四,借鑒并深化了合理認(rèn)同的概念,在合規(guī)律性與合目的性的統(tǒng)一中,著重分析了教師專業(yè)發(fā)展中合理認(rèn)同的內(nèi)涵,分析了教師專業(yè)發(fā)展中合理認(rèn)同的合規(guī)律性與合目的性的內(nèi)在特征,并分析其對教師專業(yè)發(fā)展實現(xiàn)路徑的內(nèi)在導(dǎo)引；第五,教師專業(yè)發(fā)展中的合理認(rèn)同內(nèi)在地導(dǎo)引著教師專業(yè)發(fā)展的實現(xiàn)路徑,尤其強(qiáng)調(diào)教師專業(yè)發(fā)展的語言轉(zhuǎn)向與對話協(xié)商。對于這些路徑的分析,不僅在一定程度上能夠豐富教師專業(yè)發(fā)展的理論體系,而且能夠指向教師專業(yè)發(fā)展的實踐層面。
[Abstract]:The research on teacher ' s self - identity is more focused on teacher ' s image , role and personality .
The research on teacher ' s self - identity more emphasizes the relevance of social situation , and pays attention to the social factor analysis of teacher ' s self - identity .
Under the influence of post - modernism , scholars emphasize the self - identification language construction . It is believed that only in the process of self - description and reflection can the self - identity of teachers can be formed . In this paper , we try to analyze the problems of teachers ' professional development based on the theories such as philosophy , sociology and psychology , and discuss the path problem of teacher ' s professional development in the field of reasonable identification , so as to enrich the research content of teacher education and deepen the understanding and reflection of teacher ' s professional development .



The self - identification in teacher ' s professional development is the self - identity of teacher ' s professional development as reflection . It focuses on the rational identification and initiative construction of teacher ' s professional development . It emphasizes teacher ' s rational identification and initiative construction of professional value , identity and role , emphasizes teacher ' s reasonable identification and initiative construction of professional value , identity and role , etc .



Self - identity ultimately seeks a reasonable identification , only reasonable self - identity can promote the professional development of teachers better . Self - identification and identity crisis are two states of the problem . In this paper , we should focus on the rational identification of teachers ' professional development and the realization path of teachers ' professional development . In this paper , we need to focus on the awakening and generation of teachers ' professional development .



In the course of the research , this paper focuses on the following aspects : Firstly , the thesis focuses on the following aspects : Firstly , we classify and characterize the self - identity in the teacher ' s professional development by taking the rationality of self - identity and the teacher ' s subjective attitude as the horizontal ordinate axis . The self - identification in the teacher ' s professional development can be divided into four categories , namely positive and reasonable identification , negative reasonable identification , negative unreasonable identification and positive unreasonable identification ;
Secondly , we discuss the characteristics of teachers ' self - identity in the five stages of " non - concern " , " virtual concern " , " survival concern " , " task attention " and " self - renewal " , using the theory of " self - renewal " teacher ' s professional development stage theory and professional anchor .
Thirdly , this paper reviews and summarizes the crisis in teacher ' s professional development , discusses the orientation and planning of teacher ' s professional development under the influence of teacher ' s professional value , identity and role , explores the predicament of teacher ' s professional development , discusses the inner demands of language turn in teacher ' s professional development , and how teachers can realize their professional development while resolving the crisis .
The fourth , using and deepening the concept of reasonable identification , in the unification of law and purpose , emphatically analyzes the connotation of reasonable identification in teacher ' s professional development , analyzes the inherent characteristics of reasonable identity in teacher ' s professional development , and analyzes its internal guidance to the development of teacher ' s professional development ;
Fifth , the reasonable identification of teacher ' s professional development is guiding the realization path of teacher ' s professional development , especially the language turning and dialogue negotiation of teacher ' s professional development . For the analysis of these paths , not only can enrich the theoretical system of teacher ' s professional development to a certain extent , but also point to the practical level of teacher ' s professional development .

【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2009
【分類號】：G451.1

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

1 楊衛(wèi)敏;王立君;;試論農(nóng)村教師專業(yè)發(fā)展現(xiàn)狀及對策[J];科教導(dǎo)刊(上旬刊);2012年02期

2 陳芝蓉;曾連鳳;李福灼;;私企早教教師專業(yè)化發(fā)展動機(jī)研究[J];欽州學(xué)院學(xué)報;2013年04期

相關(guān)博士學(xué)位論文 前1條

1 王安全;一個西部縣農(nóng)村教師結(jié)構(gòu)五十年的變遷[D];陜西師范大學(xué);2012年

相關(guān)碩士學(xué)位論文 前10條

1 王云秀;教師專業(yè)發(fā)展的校長引領(lǐng)策略研究[D];山東師范大學(xué);2012年

2 馮都樂;全日制英語教育碩士職前專業(yè)化發(fā)展與專業(yè)認(rèn)同研究[D];首都師范大學(xué);2012年

3 洪瑩;中等職業(yè)學(xué)校教師身份認(rèn)同[D];陜西師范大學(xué);2012年

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8 葛媛媛;小學(xué)教師自我專業(yè)發(fā)展意識研究[D];沈陽師范大學(xué);2013年

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