大学群体文化博弈中的辅导员角色定位——从角色尴尬到身份认同
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摘要
基于对大学组织及其使命责任的不同认识,大学的行政人和学术人之间存在明显的价值鸿沟和文化分裂。具有"双重身份"的辅导员群体在两种文化的博弈中,遭遇了诸如角色身份摇摆、角色规范冲突、角色定位矛盾等一系列问题。身份认同是辅导员群体发展的主体性实践,辅导员应在意义世界、现实世界和符号世界中进行自我、德性和归属的建构,在职场生活中通过价值观和职业观的塑造、辅导员角色和师生关系的确立以及辅导员群体文化的形成,促进自身职业化和专业化发展。
Based on the different understandings of university organization and its responsibility,there is an obvious value gap and cultural divide between administrators and academics in the university.In the game of two cultures,the counselor group,often labeled as " dual identity",encounters a series of problems,such as the swing of role identity,the conflict of role norms,the contradiction of role positioning,and so on.Identity recognizing is the subjective practice for the development of the counselor group.Counselors should conduct selfconstruction,virtue-construction and the building of a sense of belonging in the meaning world,the real world and the symbolic world.Besides,they should promote professionalization and specialization by the shaping of values and professional views,the establishment of role positioning and teacher-student relationships,and the formation of the counselor group culture in the workplace.
Based on the different understandings of university organization and its responsibility,there is an obvious value gap and cultural divide between administrators and academics in the university.In the game of two cultures,the counselor group,often labeled as " dual identity",encounters a series of problems,such as the swing of role identity,the conflict of role norms,the contradiction of role positioning,and so on.Identity recognizing is the subjective practice for the development of the counselor group.Counselors should conduct selfconstruction,virtue-construction and the building of a sense of belonging in the meaning world,the real world and the symbolic world.Besides,they should promote professionalization and specialization by the shaping of values and professional views,the establishment of role positioning and teacher-student relationships,and the formation of the counselor group culture in the workplace.
引文
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[4]加强和改进大学生思想政治教育重要文献选编[M].北京:中国人民大学出版社,2008:77-78.
[5]韦幼青.高职院校辅导员职业化、专业化建设路径探索[J].湖南工业职业技术学院学报,2013(3):133-134+144.
[6]陈勇,朱平.高校辅导员“双重身份”的现实与未来[J].思想理论教育导刊,2016(10):144-148.
[7]夏建平.认同与国际合作[M].北京:世界知识出版社,2006:43-47.
[8]李清雁,易连云.身份认同视域下的教师道德发展[J].高等教育研究,2009(10):69-73.
[9](加拿大)查尔斯·泰勒.自我的根源——现代认同的形成[M].南京:译林出版社,2001:46—48.
[10]余宏亮.教师角色焦虑三维透视[J].全球教育展望,2016(7):96-103.
[2]王同彤.和而不同——对现代大学中新“两种文化”问题的思考[J].群言,2017(1):10-13.
[3]王英杰.大学学术权力和行政权力冲突解析——一个文化的视角[J].北京大学教育评论,2007(1):55-65.
[4]加强和改进大学生思想政治教育重要文献选编[M].北京:中国人民大学出版社,2008:77-78.
[5]韦幼青.高职院校辅导员职业化、专业化建设路径探索[J].湖南工业职业技术学院学报,2013(3):133-134+144.
[6]陈勇,朱平.高校辅导员“双重身份”的现实与未来[J].思想理论教育导刊,2016(10):144-148.
[7]夏建平.认同与国际合作[M].北京:世界知识出版社,2006:43-47.
[8]李清雁,易连云.身份认同视域下的教师道德发展[J].高等教育研究,2009(10):69-73.
[9](加拿大)查尔斯·泰勒.自我的根源——现代认同的形成[M].南京:译林出版社,2001:46—48.
[10]余宏亮.教师角色焦虑三维透视[J].全球教育展望,2016(7):96-103.