作　　者： ; ;

机构地区： 南京大学教育研究院

出　　处： 《教育研究》 2005年第9期36-41,共6页

摘　　要： 虽然从政策文本上已经将教学视为专业,也将教师视为专业人员,但在现实层面上,教师专业性并不高,教师群体的生存状况也没能体现出一个成熟专业所拥有的基本特征。究其根源,是专业化的特质模式长期占据理论界的话语空间。教学专业化所追求的其实是一种外烁的“特质”,而非对自身特色的发掘、展示和张扬;是对专业形式的过度关注,而非对职业内容的细致推敲和精致构建。目前,教学专业化绩效不显著的深层原因就在于教师对教学的控制能力太弱。因此,将关注视角重新放在教学上,在具体的教学情境中探寻教师专业性提升的可能,在重新设计权力关系的过程中找寻教学专业化的出路,就有一种战略转移的意味。 Although relevant policies provide teaching as a profession and teachers as professionals, teachers as a group are not so professional and their living status does not possess the basic features of a mature professional group. The long dominance of the discourse space of theoretical research by the professionalized mode of speciality is the reason for the above situation. Actually, what the professionalization of teaching pursues is a kind of “speciality” instead of the development, display and publicity of its self features and is the overemphasis on the form of profession instead of careful deliberation and dedicated structure of the content of the profession. At present, the deep-rooted reason for the unsatisfactory situation of the professionlization of teaching lies in teachers＇ too weak capacity for control over teaching. Therefore, it is of meaningful strategic transfer to lay emphasis on teaching, materialize the possibility of improving teachers＇ professionalization level in different teaching situations and discover the way out for the professionalization of teaching in the process of redesigning the relations of rights.

关 键 词： 教学专业化 特质模式 教师专业化 教师教育 现实困境 教师群体 专业人员 现实层面 基本特征 生存状况

领　　域： [文化科学] [经济管理]