作　　者： ;

机构地区： 华东师范大学公共管理学院教育管理学系

出　　处： 《全球教育展望》 2013年第12期60-67,共8页

摘　　要： 教育变革对教研员提出了新的要求。然而对于教研制度的产生,教研员职能多样性的理解,一直缺乏理论的视野。本文梳理了教研制度的产生与发展,并从社会学的视角,对教研员的实践理性,及其所依赖的权力基础进行了分析,从而指出教研员身份建构存在的三种途径。为理解教研员群体的多样性提供了理论基础。 Educational reform makes new demands on teaching - research officers. However there is the shortage of theoretical vision in research on the rise of teaching - research system and the multi - function of teaching - research officers. The study reviews the rise and development of teaching - research system, and analyzes teaching - research officers＇ practical rationality and power base in sociological perspective. The conclusion reveals there are three ways for teaching - research officers to construct their identity, which provide theoretical base to understand their diversity.

关 键 词： 教研员 制度形成 实践理性 权力基础 身份建构

领　　域： [文化科学—教育学] [文化科学—教育技术学]