【作者】 徐莉；

【导师】 陈时见；

【作者基本信息】 西南大学 ， 教育学原理， 2006， 博士

【副题名】文化场视域下教师发展的个案研究

【摘要】 特定时空中的文化语境，是教师发展的重要影响因素。可是，已有研究多数将衡定不变的文化语境设定为教师发展的当然的前提条件和逻辑起点。而事实上，随着时代的变迁和文化的演进，过去相对单一、静态的文化语境正在被多元、动态的跨文化语境所取代。基于对这一世界文化场的剧变及其对教师发展带来的影响的关注，本研究以格尔兹的文化阐释学作为分析的理论框架，将视线投向跨文化语境中教师的生活世界和精神世界，捕捉不同文化在教师发展历程中的痕迹、捕捉多文化间的汇聚与交融、碰撞与冲突对教师内心世界带来的震荡。因为这是教师发展的文化基础和动力源泉。 文化场既不是单纯的空间场与物理场，也不是单纯的时间场与心理场，而是融合了空间的、时间的和观念的等各种因子的综合场。当下教师发展文化场中的文化类型由外来文化、本土文化以及外来与本土两种文化相交锋的、居于冲突与变动中的文化所构成。研究以教师发展文化场为背景，描述了场中5位苗族教师生活与教育活动中的关键事件，分别从教师的教育观念、知能结构、文化性格、工作职责及多元文化的环境等不同侧面阐释了教师发展的内涵及其背后的文化依据。 跨文化语境中教师的主观文化体验可分为两个维度、四种状态。两个维度是：(1)文化自在维度；(2) 文化自觉维度；四种状态是：(1) 未意识到的、难以言表的安然与宿命；(2) 未意识到的、难以言表的焦虑与无奈；(3) 意识到的、可以言表的安然与宿命；(4) 意识到的、可以言表的焦虑与无奈。基于不同的“文化体验”，提出教师发展的五个阶段，即准备——濡化期、入职——探索期、热情——适应期、困惑——焦虑期与稳定——淡泊期五个时期，这五个阶段的顺序并非固定不变，且对每个教师而言具有个体差异。 教师发展的实质是教师的教育观念、知能结构和文化性格的逐步合理、提升与完善的过程，是一个外在环境与教师内在因素相互作用的结果。教师发展文化场的整体性、动态性与跨文化性，决定了教师的发展历程是一个连续的、多维的互动过程，是一个社会文化期待与主观自我期待的互动的过程。其中的动力机制源于文化间的差异及其所导致的观念的冲突、复原力的因应与文化的觉醒。在当下跨文化的语境下，教师发展的文化困境表现为局内与局外的尴尬以及传统与现代的冲突。为冲出这困境，应当从提升文更多还原

【Abstract】 The particular cultural context in certain time and space is essential to the teacher development. However, the current literatures put the teacher development in a fixed context as the necessary logic preposition while actually the previous supposed mono-stagnated context has been replaced by a multiple and dynamic cross-cultural context. Based on the concern about the cultural field dynamic evolution and the impact on the teacher development, this study tends to examine the teachers physical existence and mentality existence under such cross-cultural context by using the theoretical instruments within the framework of Geertzian Cultural Hermeneutics (Interpretive Theory of Culture), tracing the historical experience of teacher development, scrutinizing the cultural confusions and integrations, conflicts and oppositions, and the upshots consequently which arose in the inner worlds of teachers. The rationale for this study is that the writer believes that all of the subjects to be examined, traced and scrutinized are the essentials as the cultural cultivation which empowers the teacher development.Not as the space or magnetic fields in terms of physics, cultural field is a virtual space in which time and space together with concepts act upon and to each other to form a comprehensive field of what we call the "Cultural Field". The current cultural field that teachers are emerged is one that is multiply woven with all the elements of the international cultures and national cultures of different ethnics, and all these cultural agents are in constant conflicts and transferences to shape in turn the cultural field in which teacher development occurs. This study examines 5 cases of teacher development under the cultural impacts thus described. The 5 teachers are Miao ethnic people, and their life and education events along their development are the core concerns in the study. Their educational concepts, knowledge capacity formation, cultural characteristics, sense of responsibilities and multicultural environment are the perspectives to be examined to reveal the cultural evidences for teacher development.The subjective cultural experiences of teachers in the cross-cultural context can be viewed in two dimensions, that is, cultural unconscious dimension and cultural conscious dimension, with four suppositional stages, which are first, the unaware-unexpressive contend and ease; second, the unaware-unexpressive anxiety and hopelessness; third, the aware-expressive cultural contend and ease; and forth, the aware-expressive cultural anxiety and hopelessness. Five teacher developmental phases are also concluded on the bases of the such cultural experiences. The five phases are preparatory-assimilation; on-duty exploration; enthusiastic-adjustment;更多还原