从独特到独立:全科教师及其边界的再认识

From Uniqueness to Independence: A New Understanding of General Teachers and Their Boundaries

讨论"全科教师的边界"有助于重审"全科教师独立"问题,寻找专业发展动力和推动与学科教师亲密合作。全科教师有着独特的内涵、性质与划分依据,用"学科立场"无法单独建构和解释全科教师边界,需要建立基于学生的"教育学立场"。对"全科教师边界"与"教育学立场"相互关系的探讨,目的是要清晰全科教师"可为"或"不可为"的界线。据此,我们确立了"双科多能"的全科教师评判尺度与标准,并找到有别于学科教师的"内在展开逻辑",即能够将不同的学科进行"融会贯通",这是全科教师走向独立自主的标志。

Discussing the "Boundary of General Teachers" will help to review the issue of "independent teachers’ independence", find the motivation of their professional development, and promote close cooperation between Subjects Teachers. The general teacher has unique connotation, nature and divided basis. With the "discipline position", it is impossible to construct and explain the boundaries of General Teachers alone, and it is necessary to establish a "educational position" based on the students. The purpose of the discussion on the relationship between the "General Teachers’ boundaries" and the "educational position" is to clarify the border between the "what can do" or "what can not do" of General Teachers in order to get rid of the traditional concepts and establish new standards. Based on this, we have established the standards and standards for the evaluation of the "double-subsidiary versatile" teachers, and found the "intrinsic logic" of General Teachers which is different from Subject Teachers. That is, the sign of General Teachers moves towards the independence is that they have the ability to combine different disciplines to carry out the "combination-through" general teaching.