【摘要】：身份是個體社會等級地位的標識,具有結構性和建構性雙重特征。反思高職院校教師的身份,激發(fā)高職院校教師隊伍建設的內源性動力,能促進高職教育創(chuàng)新發(fā)展。從歷史的角度看,我國職業(yè)教育教師身份經歷了學官、技藝人和單位人三個階段,這些身份反映了他們在社會階層中的地位和文化形象。針對當下高職院校教師在建構性和結構性身份上的危機,需要從作為人的存在和社會規(guī)范的存在兩個方面重構高職院校教師的身份,塑造其"經濟人""社會人""技術技能人"三種身份標識,并通過建構實踐文化、反思文化和服務文化,固化高職院校教師的結構性和建構性身份。
[Abstract]:Identity is the identity of individual social hierarchy, with both structural and constructive characteristics. Reflecting on the identity of teachers in higher vocational colleges and stimulating the endogenous motive force in the construction of teachers in higher vocational colleges can promote the innovation and development of higher vocational education. From the historical point of view, the status of teachers in vocational education in China has experienced three stages: academic officer, skilled person and unit person. These identities reflect their status and cultural image in the social stratum. In view of the current crisis of teachers' constructive and structural identity in higher vocational colleges, it is necessary to reconstruct the identity of teachers in higher vocational colleges from two aspects: the existence of human beings and the existence of social norms. In order to solidify the structural and constructive identity of teachers in higher vocational colleges, three identities of "economic man", "social person" and "technical skilled person" are molded, and their structural and constructive identities are solidified through the construction of practical culture, reflection on culture and service culture.
【作者單位】： 北京師范大學教育學部;
【基金】：浙江省2015年度高等教育課堂教學改革項目(kg2015680) 2013年度教育部人文社會科學研究規(guī)劃基金項目(13YJA880097)階段性成果
【分類號】：G715.1
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本文編號：2320473