摘要
技术为教学带来多元互动、丰富资源、数据分析、即时反馈等便利的同时,简化了教师机械化工作内容。但根据罗萨的加速批判理论,技术的加速发展也使教师陷入了时间阙如的状态之中,进而生成了“不进则退”的工作怪圈、“只增不减”的工作内容和“无处安放”的教育情怀三个层面的困境。以罗萨社会加速理论为支撑,通过重塑弹性自我认知、转变管理节奏以及寻回育人初心三种途径使教师摆脱“时间穷人”的桎梏,扭转技术漩涡所带来的工作困境。
Technology brings multiple interactions,rich resources,data analysis and instant feedback to teaching,and at the same time reduces the mechanization of teachers’teaching work.But according to Rosa’s accelerated critical theory,the accelerated development of technology also leaves teachers in a state of lack of time,thus appearing such three levels of dilemma as the work cycle of“do not advance or fall back”,the work content of“only increase but not decrease”,and the educational feeling of“nowhere to place”.With the support of Rosa’s social acceleration theory,teachers can get rid of the shackles of“time poor”and reverse the work dilemma brought by the technology vortex by reshaping the elastic self-cognition,changing the management rhythm and recovering the original mind of education.
作者
田良臣
刘苒君
TIAN Liang-chen;LIU Ran-jun(K·P·Tian School of Education Science,Jiangnan University)
出处
《教育理论与实践》
北大核心
2023年第10期42-47,共6页
Theory and Practice of Education
关键词
技术加速时代
教师工作困境
弹性自我认知
管理节奏
教师时间
育人初心
age of technology acceleration
teachers’work dilemma
elastic self-cognition
management rhythm
teachers’time
original mind of education