技术化、伦理化与意义化:教师专业化的三维内涵

Technology%2C Norm%2C and Meaningfulness: Three Connotations of Teacher Professionalism

教师队伍建设是个历久弥新的话题，必须根据时代发展需要赋予新的内涵，尤其是在教师职业面临“信息化冶“道德滑坡冶“职业枯竭冶等时代挑战的今天。通过文献分析和教学经验的现象学反思，本研究发现:在现代社会，教师专业化首先意味着“技术化冶，即让教师掌握解决教育问题所需的专业知识与技术，从而使教师能够更加有效地达成教育目的。不仅如此，现代社会还期望对教师进行“伦理化冶，从而将外在的教师职业规范转化为教师内在的职业责任意识，使教师能依据职业规范的要求展开自己的教学行动。然而，“技术化冶与“伦理化冶虽有助于教师将工作干好，将工作干对，却难以让教师在教育生活中找到教育的价值，找到自己的生命意义。为此，教育专业化还须“意义化冶，从而使教师发现教育的真谛，并在教育中找到自己的人生使命。本研究希望能引发教师教育课程标准、教师专业标准等教师队伍建设标准体系对教师专业化“意义之维冶的重视，注重技术化、伦理化与意义化三者的有机融合。

It is a historical and significant topic regarding how to build up teaching staff. Facing the challenges of informationization， moral decline， and occupation burnout， it is necessary for us to redefine the teacher professionalism. Through literature review and practice reflections SV0342study found that: In modern society， teacher professionalism first means mastering technology ； that is， being able to use professional knowledge and technology to solve educational problems. Second， teacher professionalism means mastering norm ； that is， being able to transform external teachers' profession norm into internal responsibility. Mastering technology and norm can make teachers do a good job and do their job well， but it is still difficult for teachers to find out the meaning of education and their life. Therefore， it is also an important component of teacher professionalism that teachers must understand the educational essence and their own educational mission. Thus， the connotations of teachers' specialization include at least three dimensions ： the technical， ethical and meaningful. Dimension of ＂ technology＂ commits teachers to do the things well， which includes ：having teachers master discipline knowledge and subject matters， and have teachers use the technology effectively for their instruction. ； Dimension of ＂ Ethical＂ guarantees that teachers do things right and be away from that the things they should not dodo， which includes the construction of teachers' code of conduct and the cultivation of teachers' morality. Dimension of ＂ meaningfulness ＂ ensures that teachers can find the meaning from their occupational activities， which includes teachers taking the initiative to pursue the meaning of educational activities， and teachers finding the value of education in their occupational activities and putting it into their educational life.