本文選題：教師專業(yè)生活 + 勇氣　； 參考：《當(dāng)代教育與文化》2015年06期

【摘要】：具備教師專業(yè)生活的勇氣是教師勝任教育教學(xué)工作的前提,并影響著課程改革的實(shí)施的效果。生存論的視角審視當(dāng)下:區(qū)隔化生存阻礙了教師專業(yè)生活中的對(duì)話與交流,平面化生存影響了教師專業(yè)生活中意義的生成,規(guī)訓(xùn)化的生存限制了教師進(jìn)行變革實(shí)踐的創(chuàng)造力。從歷史而言,我國(guó)長(zhǎng)期以來(lái)沿襲的"實(shí)用理性"的文化性格使得教師重視了知識(shí)的獲得與傳承,遮蔽了教師對(duì)教學(xué)和課程的理解,阻礙了教師對(duì)專業(yè)自我的體認(rèn)。教師專業(yè)生活勇氣的提升,需要確認(rèn)教師的知識(shí)分子立場(chǎng),回歸教化的生活方式,營(yíng)造教師共同體來(lái)實(shí)現(xiàn)。
[Abstract]:Having the courage of teachers' professional life is the premise of teachers' competence in education and teaching and affects the effect of curriculum reform. From the perspective of existentialism, the segregated existence hinders the dialogue and communication in the teacher's professional life, the plane existence affects the generation of the meaning in the teacher's professional life, and the disciplined survival restricts the teachers' creativity in carrying out the reform practice. Historically, the cultural character of "practical rationality", which has been inherited for a long time in China, makes teachers attach importance to the acquisition and inheritance of knowledge, obscures teachers' understanding of teaching and curriculum, and hinders teachers' understanding of professional self. To promote the courage of teachers' professional life, it is necessary to confirm the intellectual standpoint of teachers, to return to the civilized way of life, and to build a community of teachers.
【作者單位】： 陜西師范大學(xué)教育學(xué)院;
【基金】：2012年度教育部人文社會(huì)科學(xué)研究青年基金項(xiàng)目“新疆職前雙語(yǔ)教師實(shí)踐性知識(shí)培養(yǎng)研究”(12YJC880013)
【分類號(hào)】：G451.2

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本文編號(hào)：1825961