本文選題：教師意識(shí) + 單子意識(shí)�。� 參考：《華東師范大學(xué)》2009年博士論文

【摘要】： 教師不僅僅為“師”,更根本的還是為“人”。教師之為教師的根本在于教師首先是作為整體的人而存在的。已有的教師發(fā)展研究均把教師視作單向度的人,專(zhuān)業(yè)社會(huì)學(xué)取向的教師發(fā)展研究聚焦于作為“專(zhuān)業(yè)人”的教師發(fā)展上,教育學(xué)取向的教師發(fā)展研究聚焦于作為“實(shí)踐人”的教師發(fā)展上,這些取向的研究均割裂了教師作為整體的人的存在,需要被根本超越。教師意識(shí)是教師作為整體的人存在的前提。換言之,教師意識(shí)是教師作為整體的人而存在的根本。因此,在成“人”的價(jià)值追求下,將教師的教學(xué)實(shí)踐和生活世界相聯(lián)系,對(duì)教師意識(shí)展開(kāi)研究,以此促進(jìn)教師的整體發(fā)展,就顯得十分重要和必要了。 據(jù)此,在審思已有的教師意識(shí)研究的基礎(chǔ)上,圍繞“在應(yīng)然狀態(tài)下,教師意識(shí)應(yīng)該是什么”,“在實(shí)然狀態(tài)下,教師意識(shí)實(shí)際上是什么”,“教師意識(shí)如何從實(shí)然狀態(tài)向應(yīng)然狀態(tài)發(fā)展”三個(gè)問(wèn)題,采用哲學(xué)思考法、解釋現(xiàn)象學(xué)方法、行動(dòng)研究和文獻(xiàn)研究法等方法展開(kāi)研究,試圖建構(gòu)一個(gè)有關(guān)教師意識(shí)的從理論到實(shí)踐的完整構(gòu)架。研究所得主要觀點(diǎn)如下: 第一,教師意識(shí)之本體即關(guān)系意識(shí)。依據(jù)關(guān)系哲學(xué)的關(guān)系本體和知覺(jué)現(xiàn)象學(xué)的知覺(jué)意識(shí)觀,承接并超越已有的教師意識(shí)本體的研究,提出并構(gòu)建了關(guān)系意識(shí)。關(guān)系意識(shí)即師生追求共同解放、自然融合的整體知覺(jué),本質(zhì)上是“我-你”關(guān)系。關(guān)系意識(shí)呈現(xiàn)為不同的境界,是教師知識(shí)和能力發(fā)展的源泉。第二,教師意識(shí)的實(shí)然狀態(tài)主要顯現(xiàn)為壓迫意識(shí)和分離意識(shí),兩者皆為單子意識(shí),本質(zhì)上是“我-它”關(guān)系。壓迫意識(shí)是對(duì)壓迫的意向性,是權(quán)力意志的產(chǎn)物,旨在控制人并泯滅人的生命活動(dòng)氣息。分離意識(shí)是對(duì)分離的意向性,是社會(huì)制度或個(gè)人情感的產(chǎn)物,旨在桎梏人的心靈。第三,教師意識(shí)是在意向活動(dòng)中發(fā)展的,實(shí)踐和解放取向的方法論及其相應(yīng)的方法能促進(jìn)教師意識(shí)的發(fā)展。合作行動(dòng)研究發(fā)現(xiàn),“吾-我”關(guān)系是一切關(guān)系境界的基礎(chǔ);不同意識(shí)水平的教師之教師意識(shí)皆能得到發(fā)展,關(guān)系意識(shí)的發(fā)展生成了多種教師知識(shí)、提升了教師能力;教師意識(shí)的發(fā)展是一個(gè)復(fù)雜的過(guò)程,實(shí)踐和解放取向的方法論和關(guān)系重建是促進(jìn)教師意識(shí)發(fā)展的關(guān)鍵。教師意識(shí)研究為教師素質(zhì)重建、教師評(píng)價(jià)改革、學(xué)校文化變革提出了新的愿景。
[Abstract]:A teacher is not only a teacher, but also a man. The essence of teachers as teachers lies in the fact that teachers are first of all people as a whole. The existing researches on teacher development all regard teachers as unidirectional people. The research of professional sociological orientation of teacher development focuses on the teacher development as a "professional person". The teacher development research of pedagogy orientation focuses on the teacher development as "practical person". The research of these orientations dissects the existence of teacher as a whole and needs to be transcended fundamentally. Teacher consciousness is the premise of teacher's existence as a whole. In other words, teacher consciousness is the foundation of teacher's existence as a whole. Therefore, under the value pursuit of "man", it is very important and necessary to link the teacher's teaching practice with the world of life and to study the teacher's consciousness so as to promote the teachers' overall development. Accordingly, on the basis of reviewing the existing research on teacher's consciousness, it revolves around "what should the teacher's consciousness be under the ought state" and "what is the teacher's consciousness in the actual state". There are three problems: how to develop the teacher's consciousness from the real state to the ought state, and the methods of philosophical thinking, phenomenological interpretation, action research and literature research are adopted to carry out the research. This paper attempts to construct a complete framework of teachers' consciousness from theory to practice. The main points of view of the Institute winners are as follows: First, the noumenon of teacher's consciousness is the consciousness of relationship. According to the relational ontology of relational philosophy and the perceptual phenomenological concept of perceptual consciousness, this paper carries on and surmounts the existing research of teacher's consciousness ontology, and puts forward and constructs the relational consciousness. The relationship consciousness is the whole consciousness of teachers and students seeking common liberation and natural fusion, which is essentially "I-you" relationship. The relationship consciousness presents different realms and is the source of teachers' knowledge and ability development. Second, the actual state of teacher's consciousness mainly appears as the consciousness of oppression and separation, both of which are singleton consciousness, which is essentially the relation of "I-it". The consciousness of oppression is the intention of oppression and the product of will of power. Separation consciousness is the intention of separation, it is the product of social system or individual emotion, aiming to shackle people's soul. Thirdly, teachers' consciousness is developed in the activity of intention. The methodology of practice and emancipation orientation and its corresponding methods can promote the development of teachers' consciousness. The research of cooperative action found that the relationship between me and I is the basis of all the relationship realms, the teachers' consciousness of teachers with different levels of consciousness can be developed, and the development of the consciousness of relationship produces a variety of teachers' knowledge and improves the teachers' ability. The development of teachers' consciousness is a complicated process, and the methodology of practice and emancipation orientation and the relationship reconstruction are the key to promote the development of teachers' consciousness. The research of teachers' consciousness provides a new vision for teachers' quality reconstruction, teacher evaluation reform and school culture reform.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2009
【分類(lèi)號(hào)】：G451.1

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 包兵兵;;試析教師的自我意識(shí)及其基本結(jié)構(gòu)[J];當(dāng)代教育科學(xué);2010年23期

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本文編號(hào)：1775915