摘要
后现代对现代主义的批判对当前的中国教育有着重要的启示意义。现代主义所造成的结构主义、未来主义、教师商品化等加剧了教师在实现学校教育的功利目的与自身的专业发展之间存在的紧张和冲突,使教师陷入了日益严重的身份认同危机。后现代教育思想并非仅仅是解构,它在某种程度上为教育理论研究提供了一种新的思路:教师身份认同重构的路径在于重建亲密的师生关系和确立教师专业发展的目标。
The critique from postmodernism to modernism gives important revelations to chinese education.The structuralism,futurism and teacher-commercialization resulted by the modernism exacerbate tensions and conflicts between the utilitarian purpose of school education and teachers’ own professional development,plunge them into growing crisis in their identities.The thought of a postmodernism education is not only about deconstruction but also provide a new way of thinking to educational theory to some extent.The way to reconstruct teachers’ identities lies in two points：reconstructuring a close relationship between teachers and students;establishing professional development to teachers.
出处
《现代教育管理》
CSSCI
北大核心
2013年第7期80-83,共4页
Modern Education Management
关键词
教师
意义
后现代
身份认同
teachers
meanings
postmodernism
identity
作者简介
刘争先（1984-），男，湖北枣阳人，北京师范大学教育基本理论研究院博士生，主要从事教育基本理论、公民与道德教育研究。
