【作者】 胡方；

【导师】 朱德全；

【作者基本信息】 西南大学 ， 课程与教学论， 2013， 博士

【摘要】 教师文化上承社会主流文化意志,下接校园文化、班级文化、学生文化等,是教育文化中最具活力、最具主体性的文化要素。我国教育正处于范式转型的变革期,而传统教师文化客观存在的主体迷茫、认识偏颇以及方法缺失等问题与这一转型极不适应,传统教师文化在改革中产生了强大的阻抗作用。教师文化从自在走向自觉,意味着教师将通过自己的价值追求创造尊严与幸福,也意味着教师基于批判反思、对话理解,打破旧的惯习,以创造性的教育实践推动教育文化的变革,重建教育的文化生态场域。教师文化自觉既属教师文化的研究范畴,也是文化自觉在教师研究中的深化与发展。本研究基于哲学、社会学与文化学的研究视角,在对教师文化自觉的本体构成、价值追求及其依存场域进行理性分析的基础上,通过验证探索与个案分析等实证研究方式,对校本教研中教师文化自觉的现实样态、影响因素及其存在的问题进行了深度分析,进而尝试建构了以教师文化共同体建设为载体、在校本教研中促进教师文化走向自觉的策略。基于背景研究、理论建构、实证探索以及策略分析等四个逻辑生长点,构成了本研究的内容体系：第一部分,背景研究。通过对教师文化、教师专业发展、教师文化自觉等文献的梳理,力求对教师文化自觉的研究进展及其问题进行分析,为本研究的意义与价值提供文献材料；基于对教师文化自觉研究的假设构建,提出本研究的逻辑、方法以及内容体系,为研究的开展提供框架性支撑。第二部分,理论建构。基于对文化、自觉、文化自觉、教师文化等概念的辨析,围绕“教师是文化人”这一核心观点,界定了教师文化自觉的内涵与特征,提出教师是具备多重自觉的“文化人”、是在行动中自觉生成的“文化人”,更是在系统中互动建构的“文化人。”教师是文化人,意味着教师不仅通过知识的传授、方法的引领,使人类文化成果得以传承、延续；还将已有的文化知识成果通过自我的创造性体验,转化为具有个人意义的实践性知识,从而实现自身的成长与发展,也从事实意义上创造并发展着人类文化。教师文化经历了从自在走向自觉的演进过程,在逐步成长为“文化人”的过程中,教师具备了理念自觉、学科自觉、素养自觉、能力自觉等多重自觉,表现出了在自主中学习、在对话中理解、在反思中批判、在研究中实践等自觉行为,同时个体自觉与群体自觉始终处在互动建构的生态系统中。教师文化自觉的核心价值表现为人的生命发展价值。教师在现实生活中面对着自主选择与他主服从、生活需求与事业追求、继承传统与创新开拓等的价值矛盾,如何基于选择的创造观、开放的主体观、面向国际的民族观以及科学与人文相整合的价值观念,实现从外在工具价值向生命发展价值的转化,将成为教师文化自觉的核心价值追求。教师文化自觉的实现不是封闭的自我认识,而是生成于群体的、开放的多元文化交流。学校场域是教师学习、工作、生活的场域,教师作为占有文化资本较多的主体是这一场域中重要的文化主体,也是场域重构的重要力量,学校场域为教师文化自觉创设了场空间。在学校场域中,教师个体文化自觉受到教师群体文化自觉的规定性影响,但同时教师个体文化自觉的形成又将是教师群体文化自觉重构的内生性力量。在本研究中,选择了学校变革中的校本教研这一相对独立的场域为切入点,它作为教师的反思性文化实践,为教师文化自觉提供了真实的实践场景,而教师个人、教师集体、专业研究人员等也构成了独特的关系性网络。第三部分,实证探索。在理论假设的基础上,对文化的研究理应回到现场。本研究既以个案学校作为全息点对教师文化自觉作出了深度剖析,也通过数据分析对校本教研中的教师文化自觉作出了规律性探索。在对教师作为文化人的生成性要素进行探索性因素分析的基础上,本研究对抽样学校教师开展了问卷调查,对校本教研现状、校本教研与教师文化自觉的关系、校本教研及文化自觉的影响因素等进行了分析；在对个案学校文化背景进行分析的前提下,对该校教师在校本教研中所表现出来的价值与信念、组织与活动、问题与探究等进行了深度描述。基于假设、生成于现场,可以看到教师文化自觉在校本教研场域中正处于积极的成长状态中,对话理解是最为重要的行为因素；校本教研与教师文化自觉呈显著正相关,教研效果最具预测效果；校本教研在学校中积极开展,但仍存在诸多问题。校本教研中的教师文化自觉受到学校文化、教师个体特征等复杂因素的多重影响,而技术理性仍然占据了主导地位；个体自觉与群体自觉、教学研究与教学实践、持续探究与“物化”成果之间的张力也已成为影响其发展方向的重要力量。第四部分,策略分析。在校本教研中激发教师文化自觉亟待教师文化共同体的形成。基于本研究的个案研究与调查分析,基于校本教研的实践逻辑,走向“自由人的联合体”——教师文化共同体建设是应有之义。通过重塑校本教研价值观、确立分类发展的教研意识而激发教师的教研自觉；通过建立开放的校本教研组织、形成有效的校本教研动力机制、丰富基于问题的校本教学研究方式、开展基于对话与实践的校本教研学习活动等都是重构校本教研的有效策略。对教师文化自觉进行概念建构、实践解读与策略分析,意味着教育变革及教师专业发展的范式转型,即从关注教师素质结构、教师专业组织、教师教育制度等外在因素转向关注教师的生活样态、关注教师教育行为生成的逻辑与图式、关注教师文化生态的建构等内在因素,在这一范式转型中,教师作为发展主体得到了本体性观照。教师文化自觉的研究,要回答的是如何培养教师的文化理性,教师如何在参与世界、解读世界中形成自我的实践自觉,并最终如何在文化的传承与创新中建构独特的意义世界、实现主体的生命成长。更多还原

【Abstract】 Teacher culture, which upwards inherits the mainstream cultural wills of society on one hand and downwards connects student culture, classroom culture, school culture and so forth on the other hand, is the most dynamic and subjective cultural factor. The education of our nation is under a paradigm transition, but subjective confusion, cognition bias, method deficiency and other problems that exist objectively in teacher culture are very unconformable with the transition, therefore the traditional teacher culture acts as a strong resistance against the reform. Teacher culture is developing from free pattern to self-conscious pattern and this means that teachers will create their dignity and well-being through self-actualization and that they, on a basis of critical introspection and conversational understanding, will break the old habitus, promote the teaching culture reform with creative educational practice and reconstruct the cultural ecological field of education.Teacher culture self-consciousness does not only fall in the scope of teacher culture study but is also a deepening and development of cultural self-consciousness in teacher study. This study, from the angles of philosophy, sociology and culturology, based on a rational analysis of the noumenon constitution and the value orientations of teacher culture self-consciousness and the field it exists in, deeply analyzes the actual forms, affecting factors and the existing problems of teacher culture self-consciousness in school-based educational research through questionnaire survey, case study and other empirical study methods and then attempts to construct a strategy to promote the development of teacher culture towards self-consciousness in school-based educational research through the vehicle of teacher culture community construction. This study is mainly composed of the following parts:Part1:Background Study. This part tries to analyze the progress and the existing problems of teacher culture self-consciousness study by combing through the literature of teacher culture, teachers’professional development, teacher culture self-consciousness, etc. so as to provide literature basis for the significance and the value of this study; it presents the logic, the methods and the content system of this study based on a hypothesis construction of teacher culture self-consciousness study so as to provide a frame support for the implementation of this study.Part2:Theoretical Construction. This part, based on a discrimination and analysis of the concepts such as culture, self-consciousness, cultural self-consciousness and teacher culture, centering on a core viewpoint that "teachers are cultural persons", defines the connotations and the characteristics of teacher culture self-consciousness and constructs a3-D model of teacher culture self-consciousness constituted of interior factors, dynamic generation, systematic ecology and so on. Teachers are cultural persons, which means teachers do not only make the cultural achievements of mankind inherited and continued by knowledge teaching and method guiding but also transform the existing cultural achievements into practical knowledge with personal meaning through their own creative experience so as to achieve their own growth and development as well as create and advance the culture of mankind on account of factual meaning. Teacher culture has experienced a development process from free pattern to self-conscious pattern. During the process to gradually developing into "cultural persons", teachers have possessed ideal self-consciousness, disciplinary self-consciousness, accomplishment self-consciousness, ability self-consciousness and other interior factors and reflected such behavioral characteristics as studying independently, understanding in conversations, criticizing through introspection and practicing in study. Meanwhile, individual self-consciousness and group self-consciousness have been consistently under an interactively constructed ecosystem.The core value of teacher culture self-consciousness is reflected in the development value of human life. Teachers in real life are faced with such value contradictions as independent choices and dependent submissions, living needs and career pursuit, tradition inheritance and creation. How teachers achieve a transition from the exterior instrumental value to life development value based on selective creational ideas, open subject concepts, globe-oriented national views and values with an integration of science and humanities will become the core value pursuit of teacher culture self-consciousness.The realization of teacher culture self-consciousness is not secluded self-cognition but open and diversified cultural exchange generated in groups. Schools are the field for teachers to study, work and live and teachers, as a subject occupying more cultural capital, are an important cultural subject in this field and an important force to reconstruct this field. The school field creates field space for teacher culture self-consciousness. In the school field, teachers’ individual cultural self-consciousness is under prescriptive affection of teachers’ group cultural self-consciousness, but meanwhile teachers’ individual cultural self-consciousness is also the endogenous force for the reconstruction of teachers’ group cultural self-consciousness. This study selects school-based educational research, a comparatively independent field in school reform, as its break-through point. As introspectional cultural practice of teachers, it provides a real practical setting for teacher culture self-consciousness and individual teachers, teacher groups, professional researchers and so on also constitute an unique relation network.Part3:Empirical Exploration. The study of culture should return from a basis of theoretical hypothesis to reality. This study does not only deeply analyze teacher culture self-consciousness by seeing the sample school as its holographic points but also regularly explores teacher culture self-consciousness in school-based educational research through data analysis. According to an exploratory factor analysis of the generative factors of teachers as cultural persons, this study has conducted questionnaire surveys to the teachers of the sample school and analyzed the status quo of school-based educational research, the relation between school-based educational research and teacher culture self-consciousness as well as the factors affecting school-based educational research and cultural self-consciousness. Under an analysis of the cultural background of the sample school, this study intensively describes the values and ideas, organizations and activities and problems and exploration reflected by the teachers of the school in school-based educational research. Based on hypothesis and generated in reality, it shows that teacher culture self-consciousness in the field of school-based educational research is under active development and conversational understanding is the most important behavioral factor. School-based educational research and teacher culture self-consciousness are notably and positively correlated and the research results are very predicable. School-based educational research is being actively conducted in schools, but there still exist many problems. Teacher culture self-consciousness in school-based educational research is being affected by many complicated factors such as school culture and teachers’ individual characteristics and technical rationality still plays a leading role. The tension between individual self-consciousness and group self-consciousness, educational research and educational practice, continual exploration and achievement "materialization" has become a strong force affecting its development trend.Part4:Strategy Analysis. To activate teacher culture self-consciousness in school-based educational research urgently needs the formation of teacher culture communities. According to the case study and surveys and analysis under this study, based on the practical logic of school-based educational research, developing into teacher communities----construction of "unions of free persons"----is of great significance. To construct teacher culture communities in school-based educational research means an achievement of shared visions for life orientations, a sharing of research practice and community knowledge. Reconstructing school-based educational research values, establishing open school-based educational research organizations, forming effective stimulating systems for school-based educational research and activating the research self-consciousness of the faculty are effective strategies to reconstruct school-based educational research.The conceptual construction, the practice interpretation and the strategy analysis of teacher culture self-consciousness represent an educational reform and a paradigm transition of teachers’ professional development, that is, the focus turns from teachers’ quality structure, teachers’ professional organizations, teachers’ educational systems and other exterior factors onto teachers’ living status, logic and modes of generation of teachers’ educational behaviors, construction of teacher culture ecology and other interior factors. As the subject of development, teachers receive noumenal observation during this paradigm transition. The study of teacher culture self-consciousness is to answer the questions such as how to arouse teachers’ rational self-consciousness, how teachers form their own practical self-consciousness in world participation and world comprehension and how to finally construct an unique world of meaning and achieve the life development of the subject during cultural inheritance and creation.更多还原