新中国教研员角色的演变历程与展望——以政策文件为核心

Evolution and Prospect of the Teaching Researchers’Role of the PRC——Centered Around Policy Documents

通过梳理教育政策中教研员角色的话语描述,将教研员角色的演变分为四个时期:角色初创期(1949—1976年)、角色探索期(1977—1999年)、角色转换期(2000—2013年)、角色创新期(2014年—至今)。根据角色期望理论和话语制度主义理论,分析国家在不同时期对教研员角色的要求,研究发现:“教学研究者”“教师指导者”两个角色始终贯穿教育政策要求始终,教学研究与教学指导彰显了教研员的本真角色;教研员相关政策中的“话语”表达反映了政策制定者的价值诉求,未来制度设计要更加关注教研员的“话语”表达;新时代教研员角色更加强调发挥专业引领、专业促进、专业服务等作用。

Based on the sort-out of the discourse description of teaching researchers’role in educational policies,this paper finds the evolution of the role in the new era can be divided into four periods:the initial stage of role creation(1949-1976),the role exploration stage(1977-1999),the role transformation stage(2000-2013),and the role innovation stage(2014-present).By using the theory of role expectations and discourse institutionalism to analyze the requirements of the state for the role at different times,it finds that the roles of“teaching researchers”and“teaching instructors”always run through the requirements of educational policies,and teaching research and teaching guidance highlight the true role of teaching researchers;the discourse in policies related to teaching researchers is not only a reflection of the policy makers’value demands,but also a concern for the future system design;and the teaching researchers in the new era should put more emphasis on playing a role in professional guidance,promotion,and service.