亦续亦断

【作者】 万伟；

【导师】 杨启亮；

【作者基本信息】 南京师范大学 ， 课程与教学论， 2007， 博士

【副题名】新课改背景下“教师生存状态”之文化品析

【摘要】 新课程改革倡导的文化与我国传统文化不同。在课改的初期，我们看到了一些显性的变化：比如说课堂教学气氛活跃了，学生自主、合作、探究的学习方式多了等等。然而，在持续深入推进课程改革的过程中，我们逐步感觉到了行动的乏力和思想的困惑。新课程改革的实质是学校文化、教师文化的变革，以教师生存状态的文化品析为切入口，可以考察新课程改革的真实文化历程。在对教师生存状态的问卷调查中，教师认为新课程改革给自己的教学观念和教学行为都带来了巨大的冲击，新课程对教师提出了更高的要求，教师必须不断学习和更新自我才能跟上新课改的步伐。另一方面，社会并未对教师的生存环境给予更多的关心和支持，很多教师认为自己的付出与收入不成正比，因此感觉到无比愤懑。考察教师在课堂中的表现，不仅是公开课，教师的家常课也有了一些变化：新课程的理念到处闪现，体现了教师将新课程理念贯彻到教学实践中的努力尝试。但另一方面，课堂教学形式千篇一律，教师表面上尊重学生、注重激发学生的主观能动性，而事实上仍然自觉或不自觉地通过各种途径维护着自己的权威，存在着多种“主体性”误区。这些都说明教师的传统教学观念仍然存在于课堂教学之中，课堂并不是一个真空的存在，教师自身经常不自觉地处于文化分裂之中。学校教学仪式、规范、制度也是教师生存的重要环境之一。然而这些制度规范背后所对应的几乎都是层级的组织结构，这些制度的主要功能是为维护当前“金字塔”式的层级结构服务。这些制度形成了教师强大的生存惯性，也是传统文化得以延续的重要“庇护伞”。校本教研的兴起使得叙事研究、合作研究成为教师的重要研究方式。叙事研究体现了教育研究的“平民化”诉求，每一个平凡的“我”都可以在其中得到张扬，教师尝试突破“金字塔”式的成长路径，寻求自己的民主权利和发展空间。另一方面，教师们也并未放弃对形式化教育科研的追逐，因为教师评价制度仍然相对滞后。两种不同教研方式的并存也显示了文化传统的“续”与“断”。网络是教师生存的又一个重要空间，特别是在新课程改革以后，教育网络迅猛发展，教育论坛、教师博客、校园网等网络形式大大拓展了教师的生存空间，也改变着许多教师的生存方式。教师们在网络上激扬文字，展现个性，试图在虚拟的空间中实现自我。匿名的身份往往使教师更乐于敞开心扉，倾诉真实的自我，塑造积极向上的教育文化。相对于现实来说，网络更易承担文化更新的使命，因为它较少受到社会背景文化的压抑。而另一方面，作为虚拟的真实，网络仍然是现实生活的折射，网络背后仍然隐藏着深层的虚伪和功利。从教师的学习方式、为人处事、师生关系、教师与家长的关系以及教师的价值观、业余生活等生活背景中可以发现，教师生活中既有着积极向上的文化，又充斥着功利主义、利益至上等庸俗文化。这些文化将积淀在教师的言传身教之中，影响教师的工作方式乃至整个生活方式的全面改造。总的来说，教师的生存状态在新课改后的确发生了一些变化，这些变化背后体现的往往是对民主、平等、追求个性与自我、追求理想教育的积极文化，但另一方面，制度改革的滞后、社会氛围的影响、教师行为方式的惯性仍然延续着文化传统，课程改革正是在这种文化传统的“亦续亦断”之中缓慢前行。文化是通过成千上万的“小形式”发生变化的，为此，新课程改革的深入推进需要我们每一个人投身其中，通过若干个小小的变化逐渐积聚能量，改造我们的教育文化。更多还原

【Abstract】 Culture initiated by curriculum reform is quite different from traditional Chinese culture. At the beginning of curriculum reform, we saw some distinct changes. For example, the classroom atmosphere is more dynamic; students are learning to study in an autonomous, cooperative, and probing way, etc. However, when advancing curriculum reform, we gradually feel fatigue of our actions and confusion of our thinking.The essence of new curriculum reform is the reform of school culture and teacher culture. Beginning with culture appreciation and analysis of the living conditions of teachers, we can observe the true culture progress of curriculum reform. In the questionnaires inquiring about teachers’ living conditions, teachers think the reform has brought huge impacts on their instruction notions and instruction behaviors. The reform is raising a higher demand for teachers. They have to study constantly and continue to update their knowledge to keep up with curriculum reform. On the other hand, the whole society doesn’t offer teachers enough consideration and supports. Many teachers feel depressed and discontented for their hard work and low incomes. When we observe how teachers behave during the class, we are glad to find some changes are taking places not only in the demonstration class, but also daily classes. We can find teachers are trying to put their notions of new curriculum into effect. However, the forms of classroom instruction seem to be similar. It seems that teachers respect students, and focus on promoting students’ conscious activity. But the fact is sometimes they, consciously or unconsciously, preserve their authority with different means. All this shows that traditional instruction notions still exist in the instruction activities. Class is not a vacuum space, and teachers are often unaware of being in some state of culture split.Instruction ceremony, norm or system in schools is also one of the important living conditions for teachers. Behind the system is the corresponding organization structure of multiple-levels. The main function of these systems is to protect and serve the level structure shaped like "Pyramid". Traditional cultures are sheltered from the destruction.With the rise of school-based instruction research, narrative research and cooperative research are becoming important. Narrative research reflects the popularization of educational research. It makes a single individual public. Teachers attempt to breakthrough the ordinary "Pyramid-like" growing-up routine, while to seek their own democratic rights and personal development. However, teachers haven’t abandoned chasing the "formulized"educational research. As a result, assessment system correspondingly continues to lag behind. That two research modes coexist reveals "stop" and "continuation" of traditional culture.Network is another important space for teachers’ living. Especially after the reform, educational network has been developing rapidly. Many web forms like BBS, campus network, greatly expand teachers’ living space, and become to change their living conditions. Teachers say what they would like to say, show what they look like, and try to actualize themselves in a virtual world. The anonymous appearance makes them happy to open wide their minds, tell a real self, and create a positive educational culture. Compared with the reality, web is easy to undertake the mission of culture renewal, because it is less affected by the inhibitions of social background culture. However, as a not-true carrier, network is still a refraction of real life, behind which deep inveracity and utility are hiding.We analyzed how teachers learn, how they deal with people and manners, the relations between teachers and students, teachers and parents, and their viewpoint of value, their extra-curricular life and so on. We can see the active side of teachers’ life, but utility and benefits-first as well. All this will accumulate during teachers’ daily instruction life, influence their working way and even rebuild their life style.In short, with curricular reform, teachers’ living conditions does change a lot, which embodies some kind of positive culture that teachers are pursuing like democracy, personal equality, individuality-seeking, and ideal education-following. But, lags of social system reform, influence of social atmosphere, inertia of teachers’ behavior pattern continue to maintain the traditional culture. Curriculum reform is progressing slowly between such "stops" and "continuations" of traditional culture.Culture is changing in the forms of "small changes". Therefore, we much learn to involve ourselves in the penetration and propulsion of curriculum reform. With many "small changes", we will finally transform our schooling culture.更多还原