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容中逵 《中国人民大学教育学刊》2016,(1):18-32
自新中国成立至今,支配阶级眼中的中小学教师身份认同在经历了"有知识的无产阶级劳动者、会操作的现代教育生产者、肯奉献的准国家公务员、可望及的专业技术工作者"四个发展阶段后,大致呈现如下特征:支配阶级眼中的教师身份认同具有外在强制性,这一属性及其强弱随整个社会民主、开放、多元化进程的增强而呈逐渐递减趋势;支配阶级眼中的教师... 相似文献
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通过对先秦至今支配阶级、普通社会民众、教育思想家和教师眼中教师身份认同流变的系统历史考察表明,我国中小学教师身份认同历史流变在因素维度上,大致呈现出如下特征:支配阶级眼中的教师身份认同流变经历了一个由尊宠依赖到控制依赖再到协商依赖、由单一取向到两极取向再到多维取向的演变过程;普通社会民众眼中的教师身份认同经历了一个由支配阶级到支配阶级中的被支配阶级再到普通民众、由自决生成到官方派生再到自我确证的演变过程;教育思想家眼中的教师身份认同经历了一个由自负任我到自主利他再到自由为我、由普世观照至系统关注再到局关爱的演变过程;教师自身眼中的教师身份认同经历了一个由社会代表者到职业工作者再到日常生活者、由文化符号到文化中介再到文化交换的演变过程. 相似文献
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谭昌寿 《海南师范大学学报(社会科学版)》1997,(2)
武则天由后妃爬上皇帝的宝座，堪称中国封建社会政治史上空前绝后的大事变，因而引起了后世历代史家的普遍关注。然而迄今为止，还不能说人们对这一现象作出了令人信服的解释。为此，笔者不揣浅陋，略陈管见，就教于专家和广大读者。一、武则天参政的原因（一）唐初政权的过渡性特点隋唐之际，封建的经济关系和阶级关系都发生了显著的变化。魏晋南北朝时期，门阀士族统治政权处于绝对的支配地位。甲族高门，世袭爵位，“平流进取，坐至公卿”，①因而“不屑竭者尽心……罕以物务关怀，人主遂不能籍以集事。’②特别是后期商品经济的死灰复燃… 相似文献
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孔庆萍 《彭城职业大学学报》2002,17(1):21-26
人类进入阶级社会以来，任何一个掌握政权的统治阶级，为了巩固自己的统治，总是希望使用最能反映本阶段意志和利益的人才，充当自己的代表，去管理国家机器和行使国家职能。中国古代官吏选拔制度是古代中国特色政治化的重要体现，中国进入阶段社会起，便实行专制的政治体制，在中国近几千年历史上表现尤为突出和经久不衰，官吏制度关系到国家的兴亡，这种制度随着明的进步和社会关系的复杂变化而演变，不同历史阶段形成了内容不同的官吏选拔制度。 相似文献
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孙显军 《江苏理工大学学报(社会科学版)》2001,3(3):34-37
一个人终其一生，所属的阶级、阵营往往变化，思想也往往变化，而思想尤其政治思想一与政权结合，便更多地受到政权的影响。因此，阶级立场受到阶级、阶级出身的影响，但更多地是与政权的距离而定。 相似文献
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刘德林 《上海师范大学学报(哲学社会科学版)》2004,33(4):6-10
纪律精神的发展要经历三个阶段，即受生理本能支配的前纪律精神阶段、受权威标准支配的纪律精神阶段以及受自主意志支配的纪律精神阶段，而每一个阶段会呈现出不同的特点。纪律精神一经形成并不意味着其发展的终结，它会随着个体心理世界的扩展而不断提升和丰富。 相似文献
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从大历史的角度看，教师作为德育工作者的历史可以划分为三个阶段。第一个阶段是德育工作者的未分化时期。其对应的是经验型教育阶段，其特征是教育几乎等于德育，“教师即人师”，所有教师都是当然的德育工作者。 相似文献
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音乐审美趣味具有主观性、自由性、封闭性、保守性，同时又具有开放性和可转移性；音乐趣味特点的形成不是浅显的感觉和单一的情感因素构成，而是由一个庞大复杂的社会心理结构系统支配着它；不同的时代、民族、阶级和不同的群体，由于其社会条件背景的不同而构成了音乐审美趣味的差异。 相似文献
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巩固党的阶级基础才能实现四化北京大学副教授张守民党是工人阶级的先锋队，是我国社会主义现代比建设的领导核心。工人阶级夺取政权、巩固政权、建设社会主义，离不开党的领导。同样，党要领导社会主义革命和建设取得胜利，也不能脱离自己的阶级。工人阶级是党的阶级基础... 相似文献
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Reconstructing Dominant Paradigms of Teacher Education: Possibilities for pedagogical transformation in Fiji 总被引：2，自引：1，他引：1
Katarina Tuinamuana 《Asia-Pacific Journal of Teacher Education》2007,35(2):111-127
Many nation states on the periphery of the dominant socio‐economic sphere continue to work with variants of education models introduced by colonial players. This paper argues that whilst historical factors contributed to the development of an educational approach underpinned by a techno‐rational ideology in Fiji, the actual details of educational practice suggest a more complex scenario. The resonance of the debate this establishes is explored through a case study of teacher education in Fiji. The study finds that despite the dominance of a “routinised”, mechanistic practice that was seen to define local culture/s of teacher education, there are indications that imply a sense of “possibilities” and hope. However, dominant techno‐rational and personalistic cultures of practice need to be frameworked by a socially located paradigm that places the issue of transformation more visibly in its remit, and that works from the understandings and perceptions that educators have about their own practice. 相似文献
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Rui Yuan 《Asia-Pacific Journal of Teacher Education》2016,44(4):379-400
While teacher educator identities have received increasing attention over the past decade, there is a lack of research on teacher educators’ professional identities in the complex and shifting higher education contexts. Informed by the sociocultural linguistic perspective, this study investigates two language teacher educators’ professional identities in Hong Kong universities. The findings show that the participants discursively constructed their identities, such as “accidental teacher educator,” “teacher educator-researcher,” “struggling researcher,” “teacher of teachers,” and “inactive researcher” in their professional work. By drawing on the three interrelated processes of identity formation (i.e. adequation/distinction, authentication/denaturalisation, and authorisation/illegitimation), the study adds to our knowledge of the complex and contested nature of teacher educator identity in relation to the ongoing restructuring and reform in higher education. The study concludes with some implications for teacher education and higher education. 相似文献
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Jennifer Hauver James 《Gender and education》2010,22(5):521-534
In this paper, I interrogate the implicit and largely unexamined relationship between mothering and elementary teaching as they are informed by dominant notions of caring in the United States. In an environment where students were seen as not receiving adequate care at home, the teachers in this study felt a need to act as mothers in their professional lives. The consequences of such “deficit thinking” for students are well explored in the literature on teaching and learning. What has been less well explored are the consequences of this teacher‐as‐mother notion for teachers themselves. Drawing from the narratives of six women elementary school teachers, I suggest that assuming the role of mother to one's students not only devalues students' identity and experience, but limits teachers' ability to adequately care for themselves. 相似文献
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In this paper, we focus on an initiative in England devised to prepare non-mathematics graduates to train as secondary mathematics teachers through a 6-month Mathematics Enhancement Course (MEC) to boost their subject knowledge. The course documentation focuses on the need to develop “understanding mathematics in-depth” in students in order for them to become successful mathematics teachers. We take a poststructural approach, so we are not interested in asking what such an understanding is, about the value of this approach or about the effectiveness of the MECs in developing this understanding in their participants. Instead we explore what positions this discourse of “understanding mathematics in-depth” makes available to MEC students. We do this by looking in detail at the “identity work” of two students, analysing how they use and are used by this discourse to position themselves as future mathematics teachers. In doing so, we show how even benign-looking social practices such as “understanding mathematics in-depth” are implicated in practices of inclusion and exclusion. We show this through detailed readings of interviews with two participants, one of whom fits with the dominant discourses in the MEC and the other who, despite passing the MEC, experiences tensions between her national identity work and MEC discourses. We argue that it is vital to explore “identity work” within teacher education contexts to ensure that becoming a successful mathematics teacher is equally available to all. 相似文献
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Yam San Chee Swati Mehrotra Jing Chuan Ong 《Asia-Pacific Journal of Teacher Education》2015,43(5):423-437
A dominant discourse on “scaling-up” small-scale innovations based on a limited number of successful classroom trials pervades the educational literature. We view this discourse as insensitive to the professional work of teachers and the human side of school change. Our research investigated how teacher professional development could be conceived and conducted to support take up of digital game-based learning in the context of a 3-week social studies unit on governance and citizenship. Students played a mobile game in their own time. In the classroom, teachers enacted dialogic pedagogy to facilitate students’ meaning-making of their gameplay experience. Our findings indicate that teacher identity, constituted by their interwoven knowing–doing–being–valuing is central to any effort to scale pedagogical and technological innovation. We modified our original model for the appropriation of innovation uptake by teachers to one that places teacher identity as the centrepiece of the model and cornerstone in “shifting” teacher practice. 相似文献
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课程思政通过开发专业课程的思想政治教育元素,发挥思政教育的功能,而目前高校专业课教师还对课程思政的实施途径和方法缺乏全面认识。通过对高校教师培训、课程思政建设等方面分析了高校在教师培训中加入课程思政专题培训的必要性和紧迫性,促进高校思政教育体系的建设和形成,进而实现"立德树人"的教育目的。 相似文献
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All teacher evaluation forms completed in the arts and sciences division of a large community college were analyzed at three levels: division-wide (N=9,080), in class groups (31 groups), and class averages (548 classes). Multiple regression was used to predict teacher rating from the other nine items on the form. At all levels, expected grade, with minor exceptions, was the least important predictor. Certain items relating to teacher characteristics as perceived by the students had a consistent impact on rating. They included the following: “tries to help students understand,” which was most important, “sincerely interested in students,” and “uses class time effectively.” 相似文献
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Ivan Luk&#x;ik 《European Journal of Education》2019,54(3):457-470
Decreasing levels of civic participation and political engagement are generating an interest in citizenship and citizenship education. New forms of citizenship education which go beyond traditional instruction on political institutions are being sought, such as “democratic citizenship education”, “education of, for and through democracy” and “teaching democracy”. One area which has been little investigated is primary school teachers and citizenship education. This article reports on questionnaire‐based research among Slovak teachers that shows great variety in the focus of citizenship education. Teachers emphasised national pride as well as multicultural, global, regional and human rights aspects and the common good of an entity. The connections between teacher focus on citizenship education, the curricular framework, models of citizenship education and generational differences are all discussed. 相似文献
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“课程思政”明确要求“课程门门有思政,教师人人讲育人”,每个专业建设好课程思政势在必行。专业课教师是影响大学生思想言行和道德发展的最大因素。工程管理教育与课程思政改革在育人目标、价值引领、教育理念方面存在内在契合的一致性,有利于教学双方的政治素养提升和道德人格养成。工程管理专业课程思政体系创新需做好五个方面的工作:设定专业思政目标、搭建课程思政平台、优化思政课堂教学、提高教师思政素养、提升思政教学管理。课程思政的终极追求,是勉励每名学生拒绝做“才胜德”的精致利己主义者,并终生做社会主义核心价值观的“燃灯者”。 相似文献