| 课程改革中教师的身份认同——制度变迁与自我重构 |
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| 引用本文： | 尹弘飚,操太圣.课程改革中教师的身份认同——制度变迁与自我重构[J].教育发展研究,2008(2):35-40. |
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| 作者姓名： | 尹弘飚 操太圣 |
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| 作者单位： | 1. 香港中文大学教育学院
2. 南京大学教育科学与管理系,南京,210097 |
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| 摘 要： | 制度变迁与自我重构是分析身份认同的两条基本路径。课程改革为教师的身份认同提供了新的社会情境与制度期望。借鉴鲍曼的朝圣者、观光者、流浪者等概念,可将教师在新课程改革中的自我重构分为四个类型,这一划分为我们理解结构-个人互动中的身份建构以及课程改革的一些基本问题提供了启示。
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| 关 键 词： | 身份认同 教师 课程改革 结构一个人互动 |
Teacher Identity in Curriculum Reform: Institutional Change and Self-restructuring |
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| Yin Hongbiao,Cao Taisheng.Teacher Identity in Curriculum Reform: Institutional Change and Self-restructuring[J].Exploring Education Development,2008(2):35-40. |
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| Authors: | Yin Hongbiao Cao Taisheng |
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| Abstract: | Institutional change and self-restructuring are the two fundamental approaches to analyzing identity.The curriculum reform provides new social situation and institutional expectation for teacher identity.Based on Bauman's terms such as pilgrim,tourist,and vagabond,teachers' self-restructuring in curriculum reform can be classified into 4 types.This analysis brings lights for our understanding of the identity in structure-agency interaction and some basic issues in curriculum reform. |
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| Keywords: | identity teacher curriculum reform structure-agency interaction |
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