教师生态化发展管理的理论及现实困境解析

教师生态化发展是从教师发展的专业自我中心向更加广阔的个体—群体—教育社会系统发展进化的历史超越;教师生态化管理是对传统"人类中心主义"价值观下的教师管理的扬弃。以传统"人类中心主义"为哲学基础的教师管理遵循追求单纯经济利益、人与自然分离的原则,不仅使教师个体—群体生态发展极度失衡,而且更成为了伤害和危及教育—社会生态系统健康发展的恶性肿瘤。因此,揭示教师生态化发展管理的内涵,探寻阻碍教师生态化发展管理中的各种危机,就必然能够在促进教师、学生乃至教育—社会生态系统的健康成长和发展上凸显重要的价值。

教师生态化发展管理危机及化解阐析

教师生态化发展是从教师发展的专业自我中心向更加广阔的个体——群体——教育社会系统发展进化的历史超越;教师生态化管理是对传统"人类中心主义"价值观下教师管理的扬弃。当前,以追求单纯经济利益、人与环境分离为原则的教师管理,不仅成为教师生命有机体、教育价值观、专业知识结构发展极度失衡的直接原因,而且更成为了危及教育——社会生态系统健康发展的恶性毒素。因此,教师以反求诸己的思维方式,建构生态化内生发展机制;管理者创新管理理念,实现教师管理制度的生态化变革;学校扩大有机体的生态域,促进教师通业性与专业性的全质发展,才能够有效实现教师个体——群体——教育社会生态系统的协同发展。

地方本科院校教师队伍生态化发展的困境与对策

地方本科院校已成为我国高等教育生态体系的重要组成部分,其师资队伍水平高低决定了地方本科院校能否高质量发展和能否培养出合格的人才。文章针对地方本科院校教师队伍生态化发展所面临的困境进行了深入探讨,分析了资源有限、观念陈旧、管理不善、团队合作与交流不足以及外部环境压力等主要困境,并提出了相应的对策建议。旨在为地方本科院校解决教师队伍生态化发展问题提供参考,以推动高等教育事业的可持续发展。

应用型高校教师队伍生态化发展的困境与对策

应用型高校是高等教育生态系统的重要组成部分,师资队伍的生态化构成是影响应用型高校微观生态环境的最重要因子。由于受多年来国内教育生态环境的影响,应用型高校师资队伍面临教育方针政策的“应用型”规定不明确、教师发展理念的“应用型”特色不明显、实践教育理念的“应用型”特色不明显、师资生态结构的“应用型”特色不合理、教师评价机制的“应用型”特色不明显等因素的制约。为此,应用型高校需要从树立教育生态意识,化解教育生态危机;适时转变教师理念,调整教师培养方向;完善实践教学体系,强化实践教育理念;加强技能师资培养,完善师资生态结构;优化评价方法设计,完善教师评价机制等五个方面进行路径优化。

打造有机团队,促进教师队伍生态发展

上海市杨浦区平凉路第三小学探索性地提出了教师生态化发展的理念,积极建设各种各样的教师有机团队,使其共同健康发展成为学校的生态圈,从而成就了教师精彩的职业生活,焕发了教师生命的精彩。

高校历史教育生态环境的构建与优化

历史教育环境的生态化应体现在以下三个方面：一是教师生态化,包括教育理念的生态化和知识结构的生态化;二是教学内容生态化,包括优化课程结构和对学生进行生态环境教育;三是教学过程的生态化,包括创新教学方式、教学方法多样化和课堂教学生态化。

An Ecological Exploration of the Culture of English as an International Language Among Iranian English Language Teachers in Light of Vygotsky＇s Genotypic Approach

Language ecology is defined as the study of the interactions between any given language and its environment. It is primarily determined by the people who learn it, who use it, and more important than the previous ones by the people who transmit it to the others; that is, language teachers. English language is used as an additional language almost all over the world and an indispensable part of the ecology of this international language is culture. Thus, an ecological perspective demands a particular view of the practice of the culture of English language as situated and localized. Exploring such practice within the diverse contexts of the use of English language should be based on the genesis underpinning English language teachers＇ thoughts and practice. Therefore, the purpose of the present study was to explore Iranian English language teachers＇ attitudes, knowledge, and skills of teaching culture in light of Vygotsky＇s genotypic approach. To do so, semi-structured interviews were conducted with 35 English language teachers in Iran. Their records were analyzed and discussed in terms of four different and interrelated spans, namely phylogenetic, cultural-historic, ontogenetic, and microgenetic. Phylogenetic span focuses on the development of language teachers as natural species and their physical evolution. The cultural historic span concerns the development of language teachers based on social, cultural, and historic bases. Ontogenetic domain investigates the role of language teachers across their human life span. Microgenetic span is related to a set of roles, activities, and interpersonal relations experienced by the developing person in a given setting. The findings of the study have indicated that there is a sharp contrast between Iranian English language teachers＇ attitudes towards teaching culture and their practice in the classroom which is due to the divergence between the their ontogenetic development of culture teaching on one hand and the policies of the English language institutes develop within the cultural historic span on the other hand.