后现代主义视域下教师权威的反思与重构

一、后现代主义与教师观后现代主义自上个世纪70年代以来,逐渐成为西方社会中重要的文化思潮。但由于后现代主义缺乏统一的理论基础,以致国内外学者们无法给其一个准确的定义。随着"技术统治"、"工具理性"、"科学技术意识形态化"等概念的提出,出现了强大的反科技理性思潮。人们对科技理性的质疑成为思想文化领域的研究热点,倡导怀疑和否定的后现代主义思潮逐渐产生。后现代主义的特征包括:批判理性主义,崇尚非理     

后现代主义教师权威观对现代教师权威的启示

后现代主义对于教师权威是一种批判的态度,主张消解教师权威。通过对后现代主义教师权威观的阐述,从中得出对现代教师权威的四点启示：第一,提高教师的专业权威水平;第二,转变传统的专制型教师权威,取而代之的是民主型教师权威;第三,教师要合理利用网络资源来重塑教师权威;第四,教师的权威是在法律允许的范围内实行的。     

哲学解释学视域下的教师权威探析

哲学解释学视域下要求构建民主、平等、对话、理解的新型师生关系,在这种新型师生关系的关照下,教师权威是否还有其存在的空间?对这一问题的探讨可以为教师权威转型提供有价值的参考。文章从教师权威的内容入手,继而探析了新型师生关系对教师权威造成了哪些冲击,哪些权威应该被消解,哪些权威应该被重构等问题,在此基础上对如何在新型师生关系中调整教师权威给予了一些建议。     

大学生视域下教师权威重构研究

大学教师权威正面临前所未有的挑战,大学教师权威重构成为亟待解决的问题。大学教师权威的真正授权者是大学生,因此,大学教师权威的重构不仅有赖于教师自身素质的提高,同时也需要大学生发挥在教师权威重构中的主体作用。教师应该引导学生树立多元知识观,屏蔽课堂上的干扰信息,加强师生互动,引导学生树立长远的志趣。     

《教师专业标准》视域下教师权威内涵的转变

教师权威在本质上是对学校权威和师生关系的集中体现,有其存在的合理性与必要性。在素质教育和新课程改革的时代背景下,教师权威受到了全面的挑战。为顺应现代教育改革与发展的趋势,教师权威内涵的转变成为必然。教师权威产生的基础是教师专业素养,究其本质是对师生关系及观念变化的重新定位。《教师专业标准》为提高教师专业发展水平提供了依据和方向,并对教师权威的转变提出了新要求,具体体现在教书育人,师德为先;教师主导,学生为本;全面发展,能力为重;终身学习,且行且思等四个方面。     

后现代主义视角下我国职业教育哲学反思

后现代主义是崇尚非理性、主张去中心化、强调多元性、倡导平等对话与关怀、鼓励创造的批判思维方式或价值取向,教育从现代向后现代转向,职业教育理应作出反思,即克服同质化、标准化发展方式,鼓励多元化、差异化发展;克服不见人的管理现象,尊重师生主体地位;克服唯技能训练式教育,强化人文素质熏陶;克服封闭静态思想,设立开放式课程。     

重读教师权威

随着信息技术的发展以及社会民主化思潮渗透到教育的各个方面,教师权威地位发生了巨大的变化,旧的教师权威观已不能适应教学改革的发展.本文通过对教师权威的理性认识以及新形势下教师权威受到的挑战等方面来对教师权威进行阐述分析,在对原有教师权威观的反思的基础上试图重塑新的教师权威.     

新型师生关系下的教师权威

新课程理念下,要建立新型的师生关系.这种关系强调民主性、平等性,教师是学生学习和成长的引导者和帮助者,是学生潜能的发掘者.相应,教师的权威也应从外在的形式上的权威转向内在的实质性的权威.     

后现代主义思潮视域下高校德育的反思

后现代主义的文化思潮,在中西文化的碰撞中,不可避免地对高校道德教育产生影响。后现代思想家们倡导的观点成为高校道德教育的改革的另一种可能和思路。     

Understanding legitimate teacher authority in a cross-cultural teaching context: pre-service Chinese language teachers undertaking teaching practicum in international schools in Hong Kong

Legitimate teacher authority is fundamental to effective teaching, but is often a thorny issue that teachers need to grapple with when teaching in cross-cultural teaching contexts. By interviewing 18 pre-service Chinese language teachers on their understanding of legitimate teacher authority throughout teaching practicum at international schools in Hong Kong, this study revealed that the teachers changed their perception about the essentiality and the nature of the pedagogical and interpersonal components of legitimate teacher authority. They developed a more nuanced and balanced understanding about legitimate teacher authority over time. However, their abilities in reaching the balance were constrained by their cultural knowledge and skills in achieving positive interpersonal dynamics when implementing student-centred pedagogies.     

后现代主义思潮视角中的教育反思

后现代主义思潮对主体性的解构、对同一性的消解、对理性主义的抨击等观点为研究和解决教育问题提供了一种新思维、新视角。教育应摒弃认识上的自我中心倾向，重新审视师生之间的关系，并谋求科学知识与人文知识、科学世界与生活世界的统一。     

后现代文化对青年的负面影响及其对策分析

对青年而言,后现代文化具有革命性与破坏性的两面性,成长期的青年往往不能批判地对待后现代文化的破坏性一面,从而导致了一些负面的影响。导致这样的负面影响,有多方面的根源,有社会层面的原因,有后现代理论本身的原因,也有青年独特的反叛特质的原因。针对如何消解后现代文化对青年的负面影响,我们相应地设想了三种对策,即教育救治、理论救治与社会救治。     

现代主义与后现代主义关系研究

对于现代主义与后现代主义之间的关系,我们应持一种辩证的态度:必须同时描绘出二者之间的连续性和非连续性。这种态度,一方面有助于我们认识历史发展的辩证过程;另一方面有助于解决现代性问题。     

Negotiating authority through jointly constructing the course curriculum

Understanding how authority is negotiated in teacher education classrooms can inform efforts to foster democratic teacher education practices and prepare future teachers to teach democratically. We know very little, however, about how authority is negotiated in different classroom contexts, particularly in teacher education settings. This qualitative study examined how authority was negotiated in an undergraduate teacher education course in which I – as the teacher of the course – involved students in actively determining the content, method, and assessment of the course through jointly constructing the course curriculum. Using self-study methodology to understand more deeply the problems embedded in my practice as a beginning teacher-educator, I generated themes from the data using the constant comparative method. The findings suggest that deriving legitimacy from mutually recognized sources, working from shared purposes, and confronting students’ deeply rooted familiarity with authoritarian teaching practices present potential frameworks for negotiating authority in teacher education – while illuminating the challenges of teaching democratically in authoritarian contexts. Such insights are important for helping future teachers experience alternatives to conventional teaching while accounting for the complexity of learning to bring democratic values to life in classrooms at all levels.     

"引证权威"与"诉诸权威"谬误辨析

权威有“学术”方面的和“政治”方面的;“引征权威”与“诉诸权威”不同,“引征权威”是一种常用的论证方法,而“诉诸权威”则是一种“以人为据”的逻辑谬误。“诉诸权威”分为“诉诸相干权威”谬误和“诉诸不相干权威”谬误。引用权威不当或滥用权威会导致“诉诸权威”谬误。     

论凯兴斯泰纳的教师观及其现实意义

凯兴斯泰纳是德国著名教育家,公民教育和劳作教育思想是其教育思想的核心,然而其教育思想中的教师观却一直没有引起人们关注.凯兴斯泰纳教师观的主要内容有:知识不能成为评价一个人是否是教师的惟一标准,一个仅仅具有一些理论知识的人不能称之为一个真正的教师,判断一个教师是否合格更应该从实践的角度,教师应该是一个"实践的教育者";教师应具有爱的倾向与热情、教育机智、对个性诊断的能力、人格影响力等素质.凯兴斯泰纳的教育思想具有很强的现实意义.     

Balancing Acts: Negotiating authenticity and authority in shared reflection

In this self-study, a teacher educator and an experienced teacher analyze an unexpected shared opportunity to mentor pre-service elementary educators. Our partnership arose during a graduate course on literacy development for elementary students, serendipitously captured during an extended electronic conversation with the pre-service candidates. We uncovered an interplay between authenticity and authority that generated enhanced professional development for each of us and for the teacher candidates who were enrolled in the course. As well as reflections on our own practices, implications for teacher education development and pedagogy are noted.     

Exploring the role of gratitude in the professional experience of pre-service teachers

The burgeoning body of empirical research in the area of positive psychology points to the beneficial effect of gratitude on factors that could be relevant to some of the challenges faced by pre-service teachers. Although the topic of gratitude has also long been discussed in other fields, there has been a noticeable absence of mention in teacher education research, and in education more broadly. The present article presents a theoretical framework for considering gratitude in the context of pre-service teachers’ professional experience. It then outlines a small qualitative pilot study of outcomes reported by six pre-service teachers when they consciously applied gratitude in their second practicum. The practicum was undertaken in a variety of primary- and secondary-school settings. Each participant reported positive effects in the areas of improved relationships, enhanced wellbeing, and improved teaching outcomes. Although this was a small exploratory study, the findings align closely with wider empirical work on gratitude. We propose that the outcomes reported by participants in this small study point to the value of further research on the role of gratitude in educational contexts and of considering practices of gratitude in teacher education pedagogy.     

Exploring the theory-practice gap in initial teacher education: moving beyond questions of relevance to issues of power and authority

The ‘theory-practice divide’ in teacher education can be viewed not simply as an acceptance of a body of knowledge but instead an acceptance of the teacher educator’s authority to determine what is relevant educational theory. This research aimed to explore student teachers’ views of ‘educational theory’ and how it was discursively positioned relative to their practice in an attempt to examine whether their acceptance or rejection of it was also related to accepting the authority of the teacher educator. Using one-to-one interviews with 23 student teachers and employing a discourse analysis, four categories of students emerged. The paper describes these four categories and discusses the implications of these findings for initial teacher education and our understanding of the ‘theory-practice’ gap.