本文選題：機(jī)械論 + 生命論��； 參考：《中國地質(zhì)大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版)》2014年05期

【摘要】：教師專業(yè)化存在機(jī)械論與生命論兩種哲學(xué)。前者認(rèn)為,教師專業(yè)化是教師作為一個(gè)客觀對(duì)象存在的外治過程,是教師專業(yè)素質(zhì)目標(biāo)化、教師專業(yè)知識(shí)與技能系統(tǒng)化與教師專業(yè)評(píng)價(jià)標(biāo)準(zhǔn)化的過程;后者則認(rèn)為,教師專業(yè)化是教師作為一個(gè)生命存在的自治過程,是一個(gè)創(chuàng)造綿延、歷史綿延與關(guān)系綿延的過程。從生命論的視角,機(jī)械論的教師專業(yè)化存在抑制創(chuàng)造,放棄歷史,割裂關(guān)系等問題;生命論倡導(dǎo)"專業(yè)自治"的教師專業(yè)化,其基本形式是釋放以激揚(yáng)創(chuàng)造,冥想以沉淀經(jīng)驗(yàn),聯(lián)結(jié)以融入世界。
[Abstract]:There are two kinds of philosophy of teacher specialization: mechanical theory and life theory. The former holds that teacher specialization is the process of external governance of teachers as an objective object, the process of the goal of teachers' professional quality, the systematization of teachers' professional knowledge and skills and the standardization of teachers' professional evaluation. Teacher professionalization is an autonomous process in which teachers exist as a living being. It is a process of creation, history and relationship. From the perspective of life theory, the specialization of teachers in mechanical theory has some problems, such as restraining creation, abandoning history, separating relationship, etc. The basic form of teacher specialization advocated by life theory is "professional autonomy", whose basic form is releasing to stimulate creation, meditating to precipitate experience, etc. Connect to the world.
【作者單位】： 湖南大學(xué)教育科學(xué)研究院;
【基金】：湖南省普通高等學(xué)校教學(xué)改革研究項(xiàng)目“大學(xué)教師校本培訓(xùn)制度研究”(湘教通[2011]315號(hào))
【分類號(hào)】：G451

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