【作者】 朱玉芳；

【导师】 母小勇；

【作者基本信息】 苏州大学 ， 高等教育学， 2014， 博士

【摘要】 教师专业化已成为国际教师教育改革的必然趋势，亦是教育改革实践提出的一个重要课题。然而，目前教师教育的实施基本聚焦于中学教师专业化的外在要求、外在标准，强调教师专业化的社会功能、工具价值，忽视了教师专业化中生命本质的诉求，导致了中学教师教育教学劳动的异化、教师生命的额外压抑和专业化过程中快乐幸福的丧失，这是教师专业化进程缓慢的关键原因之一。在此背景下，教师专业化研究应如何作出回应？注重教师的生命本能是否也应成为教师专业化发展必须面对的课题？本研究正是基于上述问题的思考。本研究以为，职后中学教师专业化是教师生命的进化和表演，与生命哲学之间具有较好的契合性。生命哲学理论认为，世界的本质在于以生命冲动为基础的“绵延”，而把握生命冲动和绵延需要运用“直觉”。生命冲动是所有生命体内在的本质因素，亦是所有事物之中的持续不断运动着的生命力和创造力，生命体在内在的生命冲动驱使下，朝着更复杂和更高级的生命有机体不断自由绵延进化。同样，马尔库塞认为，人的本质就是与存在原则相一致的生命本能，存在本质上是对快乐的追求。但在现代社会文明中，人受到了额外压抑。要把人从非人的生存状态中解放出来，消遣冲动则是这种解放的工具。消遣冲动的目的不是“借助”某物来消遣，而是生命本身的消遣，它超越了欲望和外部强制，是无忧无虑的生存的表现，因而是自由本身的表现，所以人的世界就是表演。总之，在一种真正人道的文明中，人类生存将是消遣，而不是苦役，人将在表演中而不是在需要中生活。本研究立足于生命哲学的视角，以特别关注中学教师专业化中个体的生命价值为出发点，着眼于关怀中学教师的生命绵延和呵护中学教师的生命冲动，重点关注教师的自由劳动、快乐劳动。以教师与外界环境的交互作用为主线，通过实证、人种志方法全面、系统了解中学教师专业化的现实困境、优秀教师成功的生命发展机理，来反思教师教育、尤其是职后的教师教育，以此为基础重构生命哲学视野中的中学教师专业化目标，并重新审视和分析探讨生命哲学视域中的中学教师专业化的路径，努力追求教师非压抑性的、自由自在的创造性劳动，使中学教师的生存成为消遣和使教师在表演中而不是在需要中生活，旨在实现中学教师专业化中教师的生命价值的理想境界。具体来讲，本文包括七个组成部分。第一章导论部分，主要阐述本研究的立题背景、国内外相关研究状况、研究问题与目标，概要地说明研究的理论与实践意义、研究的方法论以及具体研究方法，最后在界定基本核心概念后介绍本论文的研究思路及整体基本结构。第二章首先对生命丰富的内涵进行了详细介绍，然后在追溯生命哲学历史的基础上阐述了生命哲学的核心思想内容及相关生命理论观点。第三章在论述中学教师专业化即中学教师生命绵延进化和完美表演之后，依据生命哲学理论，分析了中学教师生命形态的三个组成部分，即教师的自然生命、心理生命（精神生命）和社会生命。然后，进一步阐述了中学教师专业化的生命本质：中学教师非压抑性的自由劳动、中学教师生命的完美表演、教师力比多（生命力）团体的形成、中学教师生命的独特体验与消遣、中学教师“进入事物”把握生命。第四章在详细调查中学教师专业化发展的一般情况和特殊情况（在职教育硕士培养）的基础上指出，中学教师专业化对教师生命的额外压抑。第五章运用人种志的教育研究方法，探寻了中学教师专业化典型—优秀教师（特级教师和教授级中学高级教师）的成长历程，凸显了中学教师专业化中生命的价值，并反映了其生命的本质特性：学而不厌、诲人不倦；乐于钻研、锲而不舍；教育教学敏感性；教育教学智慧与教育教学胜任力。第六章结合中学教师专业化中教师劳动的异化问题、优秀教师专业化中的生命特性，提出当下中学教师专业化中教师快乐劳动、自由表演的有效策略：探寻非压抑性生存方式，激发创造的生命冲动，促进中学教师完美表演；形成自组织学术共同体，实现生命力量的自由转换，驱动中学教师生命的绵延进化；引导中学教师获得生命认同感、追求专业化理想，以实现生命的超越。构建在职教育硕士（中学教师）培养相应举措：营造非压抑性生存氛围，使在职教育硕士产生创造的生命冲动；获得自我生命体验，实现在职教育硕士的生命绵延进化；习明纳中自由消遣，满足在职教育硕士生命之流的交融；理解学科研究或探究方法与范式，彰显在职教育硕士的创造特性；提升在职教育硕士自我的专业化境界，寻求生命的自我解放和实现生命的超越。最后，在结语部分，笔者对本论文的基本思路进行归纳，重申中学教师专业化与教师生命本质之间的契合性，同时对本论文的不足与下一阶段的研究重点进行了反思与展望。更多还原

【Abstract】 Teacher professionalization has become an international trend of teacher educationreform and an important subject of education reform practice. However, the currentimplementation of teacher education is focused on external demand and externalstandards of middle school teachers specialization. It emphasizes teachersspecialization’s social function and value as a tool, ignores the demands of the teachers ’specialization in the essence of life, and leads to alienation of middle school teacherseducation labour, extra teachers’ life depression and loss of happiness in the specializingprocess, which is one of the key reasons for the slow progress of teachers ’specialization. Under this background, how should the research of teacherprofessionalization respond? Should focusing on teacher’s life instinct also be anunavoidable subject of teacher professional development? This study is based onconsideration of these problems.This study suggests that middle school teachers ’ specialization is the evolution oflife and shows and it agrees with the philosophy of life. Philosophy of life theory is thatthe nature of the world is duration basing on vital impulse, while "intuition" must beexercised to grasp vital impulse and duration. Vital impulse is the essence of all livingorganisms and it is a continuous motion of the vitality and creativity in all things.Living organisms evolve continuously and freely towards more complex and moreadvanced living organisms driving by vital impulse. Similarly, Herbert Marcusebelieved that human nature was the life instinct which was consistent with the existenceprinciples. Existence was the pursuit of happiness essentially. But in modern society,people experience extra depression. Human need to be freed from the inhuman livingconditions while spare impulse is the tool of such liberisation. Spare impulse is notintended to "with" something to spare, but life itself pastime. It goes beyond the desireand external forces and is a manifestation of carefree living and thus is freedom itself. The world of human is a kind of performance. In short, in a true humane civilization,existence will be pastime rather than slavery and human lives in show instead of livingin need.This study is based on the perspective of philosophy of life with special attentionon the value of specialization for secondary school teachers in the individual’s life as astarting point, caring for duration of middle school teachers,taking good care of vitalimpulse of secondary school teachers and focusing on teachers ’ free labor and happylabor. Interaction between teacher and environment is the main line of this study. Thereality dilemma and professional development mechanisms of the success of excellentteachers are understood systematically by empirical method and ethnographic methodsto reflect on teachers education and especially in-service teacher education, toreconstruct the specialization target for secondary school teachers from the perspectiveof life philosophy and to review and analyse specialization path in life philosophy. Thearticle seeks to pursue teachers non-repressed, free creativity labor to make teacherssurvival pastime and to make teachers’ lives in the show but not in need, aiming toachieve ideal realm of life value in teachers specialization.To be specific, this thesis includes seven chapters.In Chapter I introduction section, the research background，related research athome and abroad, research questions and objectives are set forth. The theoretical andpractical significance of the research, research methodology and research methods areillustrated briefly. Finally, the research thinking and the overall infrastructure isintroduced after the basic core concept is defined.First of all, in chapter II，the author introduces the rich connotation of life indetail and then elaborates the core ideas of the life philosophy and related life theorieson the basis of tracing the history of life philosophy.In Chapter III, after the author discusses the secondary school teachersspecialization, teachers ’ duration evolution and perfection show, according to lifephilosophy, the study analyzes the three forms teachers’ life, which are teachers ’ naturallife, mental life (spiritual life), and social life. Then, life philosophy is further elaboratedin the perspective of the life essence of specialization for secondary school teachers: non-suppressed freedom of labour of secondary school teachers, perfect performances,life force (vitality) community formed, unique experiences of life and recreation ofmiddle school teachers, secondary school teachers "into" seize life.In the fourth chapter, on a basis of detailed investigation into the secondary schoolteacher development and graduated master of education (in-service), the paper pointsout that middle school teachers specializationbring additional repression to teachers’lives.In chapter five, the research uses ethnographic research methods, exploringtypical-good teacher of teachers ’ specialization in middle school (teacher andProfessor-level senior teacher in middle school) history, underscoring the value ofmiddle school teachers ’ professional lives and reflecting the nature of their life: youwon’t feel bored, and tireless; willing to study, persevere; teaching sensitivity; teachingwisdom and teaching competence.In the sixth chapter, combining alienation problem of middle school teachers inspecialization labor, and life characteristics in the excellent teachers specialization, thepaper puts forward effective policy of the teachers happy labor and free performances:exploring non-repressed survival way, inspiring vital impulse for creativity, promotingperfect performances among middle school teachers, forming self-organizationacademic community, achieving life power of free conversion, driving teachers lifeduration and evolution, and guiding middle school teachers to obtain life identity sense，pursuit specialization ideal and to achieve the transcendence of life. The correspondinginitiatives for building in-service education master (middle school teachers) training:creating non-repressed survival atmosphere to make in-service education masterproduce vital impulse for creativity, obtaining self life experience and achievingeducation master life duration; fulfilling education masters’ need of integration of flowof life; understanding discipline research or inquiry method and paradigm, and showingcreative characteristics of in-service education master; upgrading self specializationrealm of education master, seeking self liberation and realizing transcendence of life.Finally, in the epilogue, the basic ideas of this thesis are summarized, reaffirmingthe combination of specialization between secondary school teachers and the essence of teacher life, introspecting deficiencies of the research and proposing the study focuseson next stage.更多还原