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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2024年01期

页码:

141-151

栏目:

教育改革与发展

出版日期:

2024-02-20

文章信息/Info

Title:

Cognition-Relation-Emotion： Restructuring Teacher’s Roles in the Intelligence Age

作者:

张晓光

中国教育科学研究院 比较教育研究所

Author(s):

ZHANG Xiao-guang

Research Center for International and Comparative Education, China National Academy of Educational Sciences

关键词:

教师角色; 认知; 关系; 情感; 智能时代

Keywords:

teacher’s roles;  cognition;  relation;  emotion;  the intelligence age

分类号:

G451

文献标志码:

A

摘要:

教师在智能时代的意义更加凸显。本文从认知、关系、情感三个维度构建教师角色框架,符合时代发展和教育目的要求,以已有研究为依据,阐明三个维度互为途径,共为目的的辩证统一关系。针对现实中认知失衡和情感缺失导致的教育异化问题,从关系维度入手推进实施教师的三维角色框架,阐明关系的本质是权力,通过核心反思和共同体建设构建积极关系,进一步明确教师是认知提升者、关系构建者和情感激发者,并提出教师三维角色框架推动教师教育改革的路径。

Abstract:

The significance of teachers in the age of intelligence is more prominent. This paper constructs a framework of the teacher’s roles from the three dimensions of cognition, relation, and emotion, which is in line with the requirements of the development of times and purposes of education. Based on existing research evidence, this paper clarifies the dialectical unity relationship of the three dimensions as mutual approaches and common purposes. In view of the problem of educational alienation caused by cognitive imbalance and lack of emotion in reality, this paper promotes the implementation of the three-dimensional role framework of teachers from the relationship dimension, clarifies that the essence of relationship is power, builds a positive relationship through core reflection and community construction, and further clarifies that teachers are cognitive enhancers, relationship builders and emotional arousers. It also puts forward the path of promoting teacher education reform with the three-dimensional role framework of teachers.

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更新日期/Last Update: 2024-02-20