从教育学教科书看我国60年来的教师叙写

教师是实施教育的关键,对我国不同历史时期教师叙写变迁的研究,具有重要的理论和实践意义。以20世纪50年代至2013年期间,我国教师教育范畴不同阶段的代表性教育学教科书为中心,从教科书内容如何论说教师、叙写结构设计演变、教科书作业(练习内容)意义建构取向三个方面考察我国教师叙写变迁,发现教师叙写内容建构存在模式化和文本话语呈现教条化的特征,教师叙写的内容话语呈现和结构设计演变展示了从关注道德主体到职业主体的转型,教师叙写的意义建构折射出教师认同和自我了解有待于提升。未来如何改进我国教育学教科书的教师叙写,则是面临的重要新课题。

Investigating the 60 Years’ Historical Change of Teachers Narratives in China by Analyzing the Pedagogic Textbooks

Teachers are crucial for the practice of education. The study focuses on the historical changes of teachers' narrative in the different periods; it has important theoretical and practical significance. Taking the representative pedagogy textbooks from the 1950s to 2013 as the discourse content, the study analyze it how to declare teachers, how the structure of narrative changed, and how to arrange the student assignments. It shows that there are teachers narrative discourses of content construction, and presents the dogma, the content of the teacher's narrative discourse and structure design showed the focus transformed from ethics to professional subject. The teachers’ selfidentity and selfunderstanding need to be improved. It is crucial to improve teacher narrative in the textbook.