基础教育改革中教师话语权的缺失与建构

Deficiency and Construction of Teachers' Discourse Power inBasic Education Reform

基础教育改革理应赋予教师一定的话语权,然而,在现实中,教师话语权面临着缺失的状态。究其原因,既有我国行政管理体制的客观因素,也有教师自身的主观因素,同时也是基础教育改革这一背景的内在特点使然。建构教师话语权,需要促进教师思想觉醒,打破教师专业发展拘囿,保障教师言说地位,消除教师言说顾虑,倾听教师声音,逐步培养教师想说的意愿、会说的素养、能说的资格及敢说的气魄,最终使其主动追求话语的影响力。

In basic education reform, teachers are supposed to have enough discourse power, which is, however, almost absent in reality. The reasons can be attributed tothe objective factors of the administrative system of China,the subjective factors of teachers themselves and the intrinsic characteristics of basic education reform as well. In order to construct the teachers＇ discourse power, it is necessary to promote the teachers＇ ideological awakening, break the professional development structure, guarantee the teachers＇ discourse power, eliminate the teachers＇ concerns about speech, listen to the teachers＇ voice and gradually cultivate the teachers＇ willingness to speak, the qualities to speak, the qualifications to speak, and the courage to speak, thus uhimatelymaking teachers to pursue the influence of discourse actively.