基于权威接受理论的教师权威内涵研究

Research on the Connotation of Teacher Authority Based on the Theory of Authority Acceptance

教师权威的研究中的首要问题是教师权威的内涵,然而在已有的研究中有关教师权威的界定却恰恰是薄弱环节。教师权威、教师权力、教师威望等概念经常被交叉使用,并且缺少清晰的辨析,以至于造成理论界和实践中对教师权威有很多本不属于它的误解。基于权威接受理论的认识,教师权威是指被学生认可的,教师在与学生互动的过程中,凭借国家、社会所赋予的教育权力及由个人因素所产生的威望,从而使学生信任、服从的力量。学生是教师权威真正的授权者,学生的信任和服从是教师权威发挥作用的核心。

The primary problem in the research of teacher authority is the definition of teacher authority.However, the definition of teacher authority is the weak link in the existing research. Concepts such as teacher authority, teacher power and teacher prestige are often used interactively and lack clear discrimination, which leads to the misunderstanding of teacher authority in theory and practice. Therefore, the clear definition of teacher authority is the most urgent core problem to be solved. Teacher authority refers to the power that is recognized by students. In the process of interaction with students, teachers rely on the educational power granted by the state and society and the prestige generated by personal factors to make students trust and obey. Students are the real authorizer of teacher authority, and the trust and obedience of students are the core of teacher authority.