| 现象学视角下幼儿园教师的成长隐喻 |
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| 引用本文： | 姜勇.现象学视角下幼儿园教师的成长隐喻[J].学前教育研究,2010(4). |
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| 作者姓名： | 姜勇 |
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| 作者单位： | 华东师范大学学前教育与特殊教育学院,上海,200062 |
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| 基金项目： | 2009年上海市教育科学规划课题(课题号:B09013)的资助 |
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| 摘 要： | 不同于工具理性主义的幼儿园教师发展观,以现象学为基础的幼儿园教师发展观重在对教师成长的假设与分析。现象学的立足点是朝向生活世界,主张幼儿园教师是大地的人;现象学强调每个个体的经验脉络,认为幼儿园教师是历史的人;现象学重视个体的意识,提出如果不采用现象悬置的本质直观,教师就无以提升教育意识,并主张幼儿园教师是自然的人。
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| 关 键 词： | 幼儿园教师 成长隐喻 现象学 |
On the Metaphor of Kindergarten Teacher's Professional Development from the Perspective of Phenomenology |
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| Jiang Yong.On the Metaphor of Kindergarten Teacher's Professional Development from the Perspective of Phenomenology[J].Studies In Preschool Education,2010(4). |
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| Authors: | Jiang Yong |
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| Abstract: | In different with the scientific or rational orientation on kindergarten teacher development,the perspective of phenomenology focuses on the presumption of teacher's human nature.The Phenomenology faces to the life world and insists on teacher is a person of the earth.It lays emphasis on human's experience context and advocates teacher is a person of history.It values human's consciousness and highlights teacher is a nature person. |
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| Keywords: | kindergarten teacher the metaphor of professional development phenomenology |
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