作　　者： ; (冯虹）;

机构地区： 浙江师范大学教育学院

出　　处： 《全球教育展望》 2011年第8期34-38,共5页

摘　　要： 师范生教师身份认同危机的本质是一个以价值认同为核心的循环向上的发展过程。这种危机主要表现在归属感的消解、方向感的模糊和无力感的侵袭。究其原因,它主要是由于教师角色的不确定性、师范生与教学实践的疏离、功利主义评价、师范生个体消极被动的学习态度等造成的。基于上述分析,本文提出了加强师范生职业伦理教育,强化课程的实践性、改进评价方式和促进师范生自我反思四方面的建议。 The preservice teachers identity crisis essentially are a development process whose core is the value identification. This crisis is mainly manifested in. the lack of a sense of belonging, a fuzzy sense of direction and the invasion of the powerlessness. The reason, it is mainly affected by four aspects： the first is the uncertainty of the role of teachers ; the second is the alienation between students and teaching practice ; the third is the flooding of utilitarian evaluation and the fourth is the students＇ passive learning attitude. Based on the above analysis, this paper argues that we should strengthen professional ethics education, intensive the practical of courses, improve the evaluation methods, and promote students＇ self - reflection.

关 键 词： 师范生 身份认同 认同危机

领　　域： [文化科学—教育学]