学校场域中教师自主发展的机制变迁与文化生成——以鞍山市钢都小学为例

The Mechanism Changes and Culture Generating of Teacher's Autonomous Development in Field of School

教师自主发展是教师发展形态的高级阶段。但对什么是教师自主发展,哲学上有意志主义、理性主义和人本主义三种思考路向。人本主义路向既体现了对教师自主权的张扬,也彰显了对教师职业尊严的尊重,更突出了教师的自我超越过程。本文以鞍山市钢都小学为个案,分析了教师自主发展的"特级教师工作室"、"同侪教师共同体"和"教师成果发布会"机制的变迁历程,分析了工作室机制背后的民间性、自治性和约束性机理,共同体机制背后的共同兴趣与需要、积极关系与理解和共享价值与信念机理,以及发布会机制背后的环境影响、自我认可和意义模式机理,并分析了机制变迁缘何促生了教师自主发展文化的生成。

Teacher＇s autonomous development is an advanced stage of teacher development.But what is teacher＇s autonomous development,there are three thinking ways in philosophy,that is will philosophy,rational philosophy and humanistic philosophy.I believe that humanistic philosophy has demonstrated teachers＇ autonomy,respected teachers＇ professional dignity and emphasized teachers＇ autonomous transcendence.This paper takes Gangdu Primary school in Anshan City as an example,analyzed the mechanism changes from grade teacher studio to peer teacher communities and teachers＇ achievements conference,and pointed out that the mechanism of studio is civil,autonomy,and constraints,the mechanism of community is common interests and needs,positive relationships and understanding and shared values and beliefs,the mechanism of conference is environmental impact,self-recognition and meaningful model.At last,it explained why the mechanism changes promote the generation of teacher＇s autonomous development culture.