| 教师权威的实然困境与应然向度 |
| |
| 引用本文： | 李孝川,李劲松.教师权威的实然困境与应然向度[J].学术探索,2013(1):145-148. |
| |
| 作者姓名： | 李孝川 李劲松 |
| |
| 作者单位： | 云南师范大学教育科学与管理学院 |
| |
| 基金项目： | 国家社科基金西部项目(08XMZ010) |
| |
| 摘 要： | 在教育变革实践场域，教师传统的知识权威、话语权威和评价权威遭遇了现实的困境与挑战，如何突破困境，重构教师合理性权威成为一个亟待思考与解决的难题。鉴于此，本文尝试通过外发型制度性权威的建构与内生型专业性权威的建构这两种路径来重塑教师合理性权威。
|
| 关 键 词： | 教师权威 实然困境 应然向度 |
Actual Dilemma and the Expected Dimension of Teachers’ Authority |
| |
| LI Xiao-chuan,LI Jing-song.Actual Dilemma and the Expected Dimension of Teachers’ Authority[J].Academic Research,2013(1):145-148. |
| |
| Authors: | LI Xiao-chuan LI Jing-song |
| |
| Institution: | (Faculty of Educational Science and Management,Yunnan Normal University,Kunming,650500,Yunnan,China) |
| |
| Abstract: | In the practice field of educational innovation, teachers＇ traditional authority on knowledge, discourse and evaluation faces actual dilemmas and challenges. How to surmount dilemma and reconstruct teachers＇ reasonable authority is quite an issue to be thought and solved. According to the above - mentioned facts, this paper attempts to remodel teachers＇ reasonable authority through the construction of exogenous jurisprudential authority and endogenous professional authority. |
| |
| Keywords: | teachers＇ authority actual dilemma the expected dimension |
| 本文献已被 CNKI 维普 等数据库收录！ |
