多元文化视域中的教师专业发展研究

发布时间：2018-04-09 08:44

本文选题：多元文化　切入点：教师专业发展　出处：《西南大学》2009年博士论文

【摘要】： 多元文化的核心思想是提倡差异多样文化之间的平等与相互影响。多元文化需要教师对文化作出主动的反应和选择,而不只是对“给定”的主流文化进行被动的传递。于是,教师的主体性和文化意识显得尤为重要。秉持多元文化思想的教师专业发展,通过加强教师批判反思能力的培养,促发其文化意识之觉醒,推动其参与政策与课程之决定,将教师从一元文化传递中的“消极主体”转化为多元文化研究中的“积极主体”,使教师的主体性和文化意识得以彰显和开启,从而成就教师专业发展的权能,这不仅有助于改进教师对民族地区教育的贡献,也有利于教师真正发挥并实现其作为教育质量提升的主动力量。本文以公正、平等、差异、多元、宽容、声音、批判等多元文化的核心概念为主题词,以探讨教师专业发展的多元文化内涵和途径为目的。全文分为五个部分: 第一部分,导论。阐明了本研究得以成立的理论与现实背景,详细介绍与分析了研究的现状,获取研究的目的与意义,并提出本研究的思路与方法。第二部分,现实检讨。走进本文聚焦研究问题的现场,对我国民族教育中教师专业发展的现状进行调查与分析,以为本研究提供实践依据和理论启示。本章以贵州省具有多元文化教育特色的“民族文化进课堂”为个案展开,指出:教师对多元文化教育的认同态度并不能保证有效的教学实践:教师准备不足容易导致错误文化观念的形成;教师在实践其专业自主发展的地方课程与校本课程的开发上参与不够;教师对学生的文化差异不够敏感,也缺乏相应的教学与策略应对:民族文化教师教育尚未落实多元文化议题。为此,教师需要将多元文化融入到自身的专业发展历程之中。第三部分,理论寻根。分析多元文化与教师专业发展的关系与相关命题,确立本研究的理论基础和价值取向。认为多元文化不仅指明了差异多样的社会现象,也提供了处理差异多样的文化观念与思维方法,且具有深刻的哲学和政治内涵。秉持多元文化观念与思维方法的教师专业发展,应能容忍各种差异多样,唤醒教师文化意识,使教师藉由专业成长历程的探究,建立其多元的视野,养成其批判反思的精神,并能采取积极的社会改革行动,实践公平与正义的理想。教师专业发展范式在组织、目标、课程与教学等维度均对多元文化社会及其教育有所反省与体现,并且这种反省与体现具有深层次的哲学、社会学和心理学的理论支撑。第四部分,内涵解析。探讨如何理解多元文化视域中的教师专业发展,辨析“发展什么”的问题。多元文化要求教师角色与教师文化的变革,以突出教师作为一个文化性存在的特质,体现多元文化之批判反思精神。多元文化解释框架下的教师专业发展,拟突破教师专业发展为价值中立、强调外在标准的技术性过程之局限,再认教师专业发展为一个充满价值性与审思性的多元文化养成过程,体现出超越专业情结、突出教师的公共责任与人文关怀的专业诉求。多元文化专业素养重视教师关怀的情感与态度甚于知识的掌握;重视教师对知识的动态建构与价值判断而不仅仅是对知识的静态掌握与保持中立;重视教师的批判与行动能力而不是无条件的接受与顺从:重视突显民主与公正的文化理解而非限定与专制的文化霸权。第五部分,方法探索。探索如何进行多元文化视域中的教师专业发展,解决“怎么发展”的问题。本章依据多元文化的核心概念,从教师与自我、教师与他者、教师与文化、教师与教学等四个主要的影响教师发展的维度出发,阐释推动教师专业发展活动的基本理念:声音历史的呈现、辩证对话的展开、民族文化的学习、多元一体的协调,分析职前教师与在职教师专业发展活动的基本特点或主张,结合理念选择并举例说明与分析具有多元文化特色的教师专业发展活动,如角色扮演和模拟、异文化人士的客座演讲、文化实习、山野采风、民族文化课程开发等等。上述活动在某种程度上揭示了多元文化教师专业发展活动所要经历的三个主要教育内涵:文化诠释、文化批判以及文化实践。
[Abstract]:The core idea of multi - culture is to promote the equality and mutual influence between different cultures . Multi - culture requires teachers to react and choose the culture , rather than passive transfer to the mainstream culture of " given " .

The full text is divided into five parts :

The first part , the introduction , illustrates the theoretical and realistic background of the research , introduces and analyzes the present situation of the research , obtains the purpose and significance of the research , and puts forward the thought and method of this study .

In the second part , the practical review is carried out . The present situation of teacher ' s professional development in our country ' s national education is investigated and analyzed in order to provide practical basis and theoretical enlightenment .

This paper analyzes the relationship between multi - culture and teacher ' s professional development , and establishes the theoretical basis and value orientation of this study .

The fourth part , the connotation analysis , discusses how to understand the teachers ' professional development in the multi - culture visual field , and analyzes the problems of " development " . The multi - culture requires the teacher ' s role and the teacher ' s cultural change to emphasize the teacher ' s professional appeal as a cultural existence . It emphasizes that the teacher ' s professional development is a value - neutral , emphasizes the teacher ' s professional development as a value - neutral , emphasizes the teacher ' s professional development as a value - neutral , emphasizes the teacher ' s professional development as a value - neutral , emphasizes the teacher ' s criticism and action ability rather than the unconditional acceptance and obedience : pay attention to the cultural understanding of the prominent democracy and the just , but not limit the cultural hegemony with the tyranny .

Based on the core concept of multi - culture , this chapter explains the basic idea of promoting teacher ' s professional development activities : the presentation of sound history , the development of dialectical dialogue , the study of national culture , the coordination of multi - element integration , the analysis of teachers ' professional development activities with multi - cultural characteristics , such as role - playing and simulation , the development of cultural practice , national culture curriculum development , etc . The above - mentioned activities , to some extent , reveal the three main educational connotations to be experienced by multicultural teachers ' professional development activities : cultural interpretation , cultural criticism and cultural practice .

【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G451.1

【引证文献】