摘要
本文以个案研究的方法聚焦于国内某所重点大学的四位青年外语教师,对他们的学术生活进行了细致的描述和深刻的反思,深入探讨了高校青年外语教师学术发展中的"可能性"和"承诺"问题。研究指出:在中国的语境下,把马克斯·韦伯的"以学术为业"作为所有高校外语教师的发展期待和终生承诺是有待商榷的。我们呼唤改进当前的教师评价体系,把"以学术为乐"作为教师发展的前景和归宿。这不仅是从"学术规约"到"学术发展"的话语转变,更是教师从"双面人"到"完整人"的身份转变。
Based on a case study using teachers＇ narratives and reflections upon their professional experiences, this paper discusses two critical issues in the young teachers＇ professional development at the tertiary level, namely the ＂possibility＂ and ＂commitment＂ of ＂sciences as a vocation＂ as advocated by Max Weber. It points out that it is not advisable to expect all the young teachers of foreign languages to commit themselves to ＂sciences as a vocation＂ in the Chinese circumstances. Only by improving the assessment system of the university teachers can we encourage young teachers to develop a commitment to ＂sciences as pleasure＂ which will not only lead to the expected symbolic change from ＂academic obligation＂ to ＂academic development＂, but more importantly from the identity transformation from ＂double identities＂ to an ＂overall development＂ of university teachers.
出处
《山东外语教学》
2016年第3期55-61,共7页
Shandong Foreign Language Teaching
基金
2011年度国家社科基金项目"中国英语教师专业发展环境研究"(项目编号:11BYY042)的部分成果
关键词
高校青年外语教师
“以学术为业”
“以学术为乐”
young university teachers of foreign languages
sciences as a vocation
sciences as a pleasure
