教师理论自觉:形成阶段、困境检视与养成策略

Teachers'Theoretical Consciousness:Forming Stages,Dilemma Review and Development Strategies

教师是教育发展的第一资源,培育教师的理论自觉是现代教育应对时代之变、关照教师生命主体、建设高质量教育体系的重要着眼点。教师的理论自觉形成并非突现,大致经历“孕育期-萌芽期-受挫期-探索期-发展期-高原期-成熟期”七个阶段。当前教师理论自觉的养成困境主要集中在观念、生态与资源供给困境,具体表现为教师作为“教育学术人”的身份自我认同缺失、不良生态制约着教师理论自觉发展空间与理论自主性以及缺乏高质量的教师的教育理论供给。据此反思,提出教师理论自觉的养成策略,即建构“教育学术人”的自我身份认同,唤醒教师理论自觉信心;系统设计培育路径,增强教师理论自觉能力;打造理论供给长效机制,健全理论供给体系。

Teachers are the first resource for educational development,and teachers'theoretical self-awareness is an important focus of modern education to cope with the changes of the times,take care of teachers'life subjects,and build a high-quality education system.The formation of teachers'theoretical consciousness is not sudden,and roughly goes through seven stages of"gestation period-budding period-frustration period-exploration period-development period-plateau period-maturity period".The current predicament of teachers'theoretical consciousness development mainly focuses on the concept predicament,ecological predicament and resource supply predicament,which is embodied in the lack of identity and self-identity of teachers as"educational academicians",and the unhealthy ecology restricts Teacher's theoretical conscious development space and theoretical autonomy,and Lack of high-quality educational theory supply of teachers.Based on this reflection,this paper proposes development strategies for teachers'theoretical consciousness development:construct the self-identity of"educational academicians"to awaken teachers'theoretical self-confidence;systematically design a training path to enhance teachers'theoretical consciousness ability;create a long-term mechanism for theoretical supply,and improve the theoretical supply system.