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(duì)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(cè)性；教育社會(huì)學(xué)對(duì)教師自我認(rèn)同的研究更多地強(qiáng)調(diào)社會(huì)情境的相關(guān)性,注重教師自我認(rèn)同的社會(huì)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(yǔ)言建構(gòu),認(rèn)為只有在自我敘述與反思的過(guò)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(huì)學(xué)與心理學(xué)等相關(guān)理論的支撐下,對(duì)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(wèn)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(shí)現(xiàn)路徑問(wèn)題,以期豐富教師教育的研究?jī)?nèi)容,深化對(duì)教師專業(yè)發(fā)展的認(rèn)識(shí)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(gè)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(duì)專業(yè)發(fā)展內(nèi)涵的合理辨識(shí)與主動(dòng)建構(gòu),強(qiáng)調(diào)教師對(duì)專業(yè)價(jià)值、身份與角色等的合理辨識(shí)與主動(dòng)建構(gòu),強(qiáng)調(diào)教師對(duì)專業(yè)經(jīng)歷與專業(yè)經(jīng)驗(yàn)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(shí)現(xiàn)的價(jià)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(duì)其專業(yè)價(jià)值、身份與角色等進(jìn)行合理辨識(shí)與主動(dòng)建構(gòu),這影響著教師專業(yè)發(fā)展的主體性問(wèn)題、目標(biāo)問(wèn)題、動(dòng)力問(wèn)題以及發(fā)展路徑問(wèn)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(gè)問(wèn)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(shí)現(xiàn)路徑問(wèn)題。本文首先對(duì)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(shí)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(shí)現(xiàn)“自我”的合理辨識(shí)與主動(dòng)建構(gòu),幫助教師在敘述與反思、對(duì)話與協(xié)商的過(guò)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(jué)醒與生成,重視敘述與反思的語(yǔ)言轉(zhuǎn)向,重視教師專業(yè)發(fā)展中的對(duì)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(guò)程中,本文著重以下幾個(gè)方面的研究?jī)?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(duì)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(gè)階段教師自我認(rèn)同的特性；第三,對(duì)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(jià)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(yàn)遭遇到何種的困境,探討了教師專業(yè)發(fā)展中語(yǔ)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(shí)實(shí)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(duì)教師專業(yè)發(fā)展實(shí)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(shí)現(xiàn)路徑,尤其強(qiáng)調(diào)教師專業(yè)發(fā)展的語(yǔ)言轉(zhuǎn)向與對(duì)話協(xié)商。對(duì)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(shí)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(jí)別】：博士
【學(xué)位授予年份】：2009
【分類號(hào)】：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(duì)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(dòng)機(jī)研究[J];欽州學(xué)院學(xué)報(bào);2013年04期

相關(guān)博士學(xué)位論文 前1條

1 王安全;一個(gè)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

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2 馮都樂(lè);全日制英語(yǔ)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

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5 李昕;師范生教師職業(yè)認(rèn)同感的調(diào)查研究[D];江西師范大學(xué);2012年

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7 胡嘯天;培訓(xùn)師專業(yè)化發(fā)展研究[D];華東師范大學(xué);2012年

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

9 趙艷霞;教育變革中小學(xué)教師身份認(rèn)同建構(gòu)研究[D];首都師范大學(xué);2012年

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