非师范专业教师存在的合理性研究
发布时间：2018-08-10 21:12
【摘要】：非师范专业教师主要指职前未系统学习过教育学知识,未进行过教育实习、实践锻炼的专门人员。具体来讲可划分为职前在高等教育的综合大学和师范院校非师范专业学习的人员、职前主要接受中等师范教育以外的从教人员以及职前接受教育程度在初等以下的人员。马克思实践合理性在本质上是基于工具理性与价值理性、目的性与规律性基础上的社会合理性发展与人的合理性发展相统一。本研究运用文献法、比较法以及历史研究法对非师范专业教师群体进行展开分析论证,发现该教师在不同历史时期以不同形式既促进了国家、社会、地区和学校的发展,符合了历史发展规律,同时也实现了自身发展,达到了社会发展和个人发展的协调统一,体现了事物发展的合理性,具有合理性价值。然而辩证法指出事物存在发展的肯定性中同时也包含着事物否定性的一面,非师范专业教师存在的合理性不是绝对性的,其存在的合理性问题主要表现为工具理性与价值理性的冲突、自由发展与市场规律的冲突、数量规模与教师专业结构发展的冲突、“边缘化”发展与教师素质要求的冲突以及其素质要求与学生发展的冲突几个方面,导致这些合理性问题主要是由于整个社会的政治制度、经济发展、教育教学发展以及非师范专业教师个人等基本要素综合产生的结果。非师范专业教师作为教师整体的一部分,不论现在还是今后都是学术界应该关注的重要课题,而事实上,探讨、重组、优化这一教师群体更体现的是一种学术责任。从马克思实践合理性本质出发,该教师存在要达到社会合理性发展与个人合理性发展的相统一,必须发挥其应有价值,克服存在问题。国家层面要建设完善的保障制度如建立非师范专业教师存在的合法性专项组织来消除社会对非师范专业教师发展的阻抗,在强调非师范专业教师对社会发展的工具价值的同时更要成分挖掘其自身的内在价值属性,非师范专业教师需要在国家的统筹安排下保持适当合理性的存在发展,非师范专业教师自身专业化素质的加强是其合理性存在发展的根本保证,形成以学校为突破口的专业成长平台和共同体能够有力促进其专业发展从而使其更好存在。
[Abstract]:Non-normal teachers mainly refer to professionals who have not systematically studied pedagogy knowledge, have not carried out educational practice and practiced training before their service. Specifically, it can be divided into the personnel of non-normal major study in the comprehensive university and the normal college in the higher education before employment, those who mainly receive the secondary normal education and those who have received the education before the job below the elementary level. Marx's practical rationality is essentially based on instrumental rationality and value rationality, and the development of social rationality on the basis of purpose and regularity is unified with the rational development of human beings. This study uses the literature, comparative and historical research methods to analyze and demonstrate the non-normal teachers' group, and finds that the teacher has promoted the development of the country, society, region and school in different historical periods in different forms. It not only accords with the law of historical development, but also realizes its own development, and achieves the harmony and unity of social development and individual development, which embodies the rationality of the development of things and has reasonable value. However, dialectics points out that the certainty of the existence and development of things also contains the negative side of things, and the rationality of the existence of non-teachers' teachers is not absolute. The rationality of its existence is mainly manifested in the conflict between instrumental rationality and value rationality, the conflict between free development and market law, the conflict between quantity and scale and the development of teachers' professional structure. The conflict between the development of "marginalization" and the demands of teachers' quality and the conflict between their quality requirements and the development of students has led to these rational problems mainly due to the political system and economic development of the whole society. The development of education and teaching, as well as the non-normal professional teachers and other basic elements of the synthesis of the results. As a part of the whole teachers, non-normal teachers are an important subject that should be paid attention to by the academic circles now and in the future. In fact, it is a kind of academic responsibility to explore, reorganize and optimize this group of teachers. Starting from the essence of Marx's practical rationality, the teacher's existence must give play to its due value and overcome the existing problems in order to achieve the unity between the development of social rationality and the development of individual rationality. At the national level, it is necessary to establish a sound security system such as the establishment of a special organization for the legitimacy of the existence of non-normal teachers to eliminate the social resistance to the development of non-normal teachers. While emphasizing the instrumental value of non-normal teachers to social development, it is necessary to excavate their own intrinsic value attributes. Non-normal teachers need to maintain proper rational existence and development under the overall arrangement of the state. The strengthening of the professional quality of non-normal teachers themselves is the fundamental guarantee of its rational existence and development. The formation of a professional growth platform and a community with the breakthrough of school as the breakthrough point can promote its professional development and make it better exist.
【学位授予单位】：宁夏大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G451
本文编号：2176222
[Abstract]:Non-normal teachers mainly refer to professionals who have not systematically studied pedagogy knowledge, have not carried out educational practice and practiced training before their service. Specifically, it can be divided into the personnel of non-normal major study in the comprehensive university and the normal college in the higher education before employment, those who mainly receive the secondary normal education and those who have received the education before the job below the elementary level. Marx's practical rationality is essentially based on instrumental rationality and value rationality, and the development of social rationality on the basis of purpose and regularity is unified with the rational development of human beings. This study uses the literature, comparative and historical research methods to analyze and demonstrate the non-normal teachers' group, and finds that the teacher has promoted the development of the country, society, region and school in different historical periods in different forms. It not only accords with the law of historical development, but also realizes its own development, and achieves the harmony and unity of social development and individual development, which embodies the rationality of the development of things and has reasonable value. However, dialectics points out that the certainty of the existence and development of things also contains the negative side of things, and the rationality of the existence of non-teachers' teachers is not absolute. The rationality of its existence is mainly manifested in the conflict between instrumental rationality and value rationality, the conflict between free development and market law, the conflict between quantity and scale and the development of teachers' professional structure. The conflict between the development of "marginalization" and the demands of teachers' quality and the conflict between their quality requirements and the development of students has led to these rational problems mainly due to the political system and economic development of the whole society. The development of education and teaching, as well as the non-normal professional teachers and other basic elements of the synthesis of the results. As a part of the whole teachers, non-normal teachers are an important subject that should be paid attention to by the academic circles now and in the future. In fact, it is a kind of academic responsibility to explore, reorganize and optimize this group of teachers. Starting from the essence of Marx's practical rationality, the teacher's existence must give play to its due value and overcome the existing problems in order to achieve the unity between the development of social rationality and the development of individual rationality. At the national level, it is necessary to establish a sound security system such as the establishment of a special organization for the legitimacy of the existence of non-normal teachers to eliminate the social resistance to the development of non-normal teachers. While emphasizing the instrumental value of non-normal teachers to social development, it is necessary to excavate their own intrinsic value attributes. Non-normal teachers need to maintain proper rational existence and development under the overall arrangement of the state. The strengthening of the professional quality of non-normal teachers themselves is the fundamental guarantee of its rational existence and development. The formation of a professional growth platform and a community with the breakthrough of school as the breakthrough point can promote its professional development and make it better exist.
【学位授予单位】：宁夏大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G451
【参考文献】
相关期刊论文 前10条
1 朱旭东;袁丽;;教师资格考试政策实施的制度设计[J];教育研究;2016年05期
2 汪明帅;郑秋香;;从“边缘人”走向“传承者”——回归乡土的乡村教师发展研究[J];教育发展研究;2016年08期
3 张燕华;郑国民;;非师范生获得教师资格证的前置条件探讨与政策建议[J];河北师范大学学报(教育科学版);2015年06期
4 郝丽;;教学效能感视角下教师专业阶段发展路径研究[J];教育理论与实践;2015年13期
5 王安全;;正式与非正式教师身份相互转化的合理性及其合理性方式[J];教育理论与实践;2015年04期
6 王丽娜;;中小学非师范青年教师职业道德困境及改善路径[J];现代教育科学;2014年10期
7 王安全;;非正式教师转正的合理性限度[J];中小学管理;2014年05期
8 郝文武;;师范教育向教师教育转变的必然性和科学性[J];教育研究;2014年03期
9 曹慧英;;我国小学教师专业化发展战略与路径选择[J];教育研究;2014年03期
10 朱沛雨;;高校非师范类教师专业化现状、问题与对策[J];新余学院学报;2013年02期
相关博士学位论文 前2条
1 胡玲翠;教师教育开放背景下师范大学综合化转型研究[D];陕西师范大学;2014年
2 王安全;一个西部县农村教师结构五十年的变迁[D];陕西师范大学;2012年
相关硕士学位论文 前8条
1 蒋骁氚;非师范生教师专业成长路径解析[D];华中师范大学;2015年
2 杨樱;“为澳大利亚而教”项目教师培养路径研究[D];东北师范大学;2013年
3 陈媛媛;论哈贝马斯的交往行为理论[D];西南大学;2011年
4 王婷;非师范专业人员申请中小学教师资格认定中的问题与对策研究[D];西南大学;2011年
5 彭红莉;教师专业化背景下的教师资格制度改革研究[D];上海师范大学;2011年
6 陈小玮;非师范类职业幼师生教育实习管理的思考与实践[D];辽宁师范大学;2011年
7 崔彦丽;山西CZ县教师资格制度实施现状与对策研究[D];华东师范大学;2009年
8 曹小艳;主体间性教育论纲[D];江西师范大学;2005年
，本文编号：2176222
本文链接：https://www.wllwen.com/jiaoyulunwen/jiaoyutizhilunwen/2176222.html
