华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2018, Vol. 36 ›› Issue (2): 117-122+158.doi: 10.16382/j.cnki.1000-5560.2018.02.013

• 基本理论与基本问题 • 上一篇    下一篇

教师发展的最高境界:教师生命自觉

岳欣云   

  1. 首都师范大学首都教育发展协同创新中心/首都师范大学教育学院, 北京 100048
  • 出版日期:2018-04-20 发布日期:2018-03-22
  • 基金资助:
    北京市社科基金2015年度一般项目"北京市U-D合作教师脱产培训有效性提升研究"（15JDJYB008）。

The Highest State of Teacher Development: Teacher Life Consciousness

YUE Xinyun   

  1. The Center of Capital Education Development Collaborative Innovation and Educational College of Capital Normal University, Beijing 100048, China
  • Online:2018-04-20 Published:2018-03-22

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摘要： 根据教师对教育意义的觉解程度，我们将教师发展分为三种境界：以教育为职业的匠师境界、以教育为专业的能师境界、以教育为事业的人师境界——生命自觉的发展境界。教师生命自觉有利于教师潜力的最大发挥，有利于教师主体性的发展。教师生命自觉要求教师有思考生命的自觉、尊重生命的自觉、成长生命的自觉。

关键词: 教师生命自觉, 教师发展, 境界

Abstract: Teacher development can be divided into three states according to awareness of educational meaning:craftsman state which considers education as an occupation, proficient state which considers educa-tion as a profession; person state which considers education as an enterprise, that is life consciousness state. Teacher life consciousness is favorable for giving full play to teachers potentials, developing the subjectivity of teachers. Teachers should have the consciousness of thinking life, respecting life and growing life.

Key words: teacher life consciousness, teacher development, state