教师自主回应课程改革的差异性研究
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摘要
教师是落实课程改革的关键,然而教师如何回应改革中的压力却没有得到足够的关注。回应情境挑战是教师自主的重要内涵,但目前的概念界定尚不清晰。为理解教师自主的差异性在其回应感受到的制度压力中的体现,采取质性案例研究方法,发现教师自主在程度和过程方面都存在差异。自主程度较低的教师,因缺乏知识体系生长的内在机制,难以协调外在冲突话语,也难以实现课改所提出的长期教育目标;而自主程度高的教师能通过道德力驱动下的深层探究,不断发展内在资源和价值体系,融合内外话语,把来自制度的压力转化为学习的契机。理解教师自主的差异性,有益于人文取向教师培训模式的发展,只有在尊重差异内涵的基础上,才能创设安全的社群学习空间,培养教师共同的道德追求,更好地为学生发展服务。
Teachers are the kernel of actualizing the values of curriculum reform, and yet their response to perceived institutional pressures is paid less attention. Responding to contextual challenges is a critical aspect of teacher autonomy, about which the existent literature remains vague. Qualitative case study has been adopted as the research methodology for an in-depth understanding of how the diversity of autonomy is manifested in teachers' response to perceived institutional pressure. Data analysis reveals that teacher autonomy diversifies in terms of maturing levels and learning process. Due to a shortage of the inner mechanism enabling knowledge construction,teachers with less autonomy have difficulty in coordinating the externally competing discourses and fulfilling longterm educational aims advocated by the new curriculum. Autonomous teachers, driven by moral inquiry, are capable of harmonizing external-internal dialogues and transforming perceived pressure into learning opportunity,through continuous cultivation of their value system based on inner resources. It is therefore recommended that the humanistic approach to teacher training, rooted in respect for teacher diversity, should create a safe space for communal pursuit of morality, in order to better serve student's development.
Teachers are the kernel of actualizing the values of curriculum reform, and yet their response to perceived institutional pressures is paid less attention. Responding to contextual challenges is a critical aspect of teacher autonomy, about which the existent literature remains vague. Qualitative case study has been adopted as the research methodology for an in-depth understanding of how the diversity of autonomy is manifested in teachers' response to perceived institutional pressure. Data analysis reveals that teacher autonomy diversifies in terms of maturing levels and learning process. Due to a shortage of the inner mechanism enabling knowledge construction,teachers with less autonomy have difficulty in coordinating the externally competing discourses and fulfilling longterm educational aims advocated by the new curriculum. Autonomous teachers, driven by moral inquiry, are capable of harmonizing external-internal dialogues and transforming perceived pressure into learning opportunity,through continuous cultivation of their value system based on inner resources. It is therefore recommended that the humanistic approach to teacher training, rooted in respect for teacher diversity, should create a safe space for communal pursuit of morality, in order to better serve student's development.
引文
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[2]Little,D.Learning as dialogue:the dependence of learner autonomy on teacher autonomy[J].System 1995(23),175-181.
[3]Lamb,T.&Reinders,H.(Eds.)Learner and teacher autonomy:Concepts,realities,and responses[M].Amsterdam:John Benjamins,2008.
[4]Anderson,L.W.The decline of teacher autonomy:Tears or cheers?[J]International Review of Education,1987,33(3),357-373.
[5]Benson,P.Autonomy as a learner’s and teachers’right[C]//B.Sinclair,I.,McGrath&T.Lamb(Eds.),Learner autonomy,teacher autonomy:Future directions.London:Longman,2000:111-117.
[6]Shaw,J.Team-teaching as negotiating autonomy and shared understandings of what we are doing[R].Symposium of the Scientific Commission on Learner Autonomy,2002.
[7]Edgar,D.E.&Warren,R.L.Power and autonomy in teacher socialization[J].Sociology of Education,1969,42(4),386-399.
[8]Licata,J.W.,Teddlie,C.B.,Greenfield,W.D.Principal vision,teacher sense of autonomy,and environmental robustness[J].The Journal of Educational Research,1990:84(2),93-99.
[9]Delors,J.(Chairperson)Learning:the treasure within[M].Paris:UNESCO,1996.
[10]Tu,W.ConfucianThought:Selfhood as Creative Transform[M].Albany,NY:Pantheon Books,1985.
[11]Patton,M.Q.Qualitative evaluation and research methods[M].Newbury Park,Calif:Sage Publications,1990.
[12]Merriam,S.B.Qualitative research and case study applications in education[M].San Francisco:Jossey-Bass Publishers,1998.
[13]Miles,M.B.&Huberman,A.M.Qualitative data analysis[M].ation Sage Publications,Thousand Oaks,CA,1994.
[14]Creswell,J.W.Educational research:Planning,conducting,and evaluating quantitative and qualitative research[M].New Jersey:Merrill Prentice Hall,2002.
[15]刘健智,周婷.探究式:教师专业成长的有效途径[J].当代教育论坛,2017(3):20-26.
[16]Shor,W.&Freire,P.A pedagogy for liberation:dialogues on transforming education[M].Westport,Connecticut:Bergin&Garvey,1987.
[17]王龙,范瑜.高校意识形态话语权的社会学分析[J].当代教育论坛,2018(2):46-55.
[18]UNESCO.Rethinking Education:Towards a Common Global Good?[M].Paris:UNESCO,2015.
[19]Graham,A.C.Disputers of the Tao:Philosophical argument in ancient China[M].La Salle:Open Court Publishing Company,1989.
[20]Greene,M.Landscapes of learning[M].New York:Teachers College Press,1978.