Understanding the Essence of a Good Teacher: A Dialogue with Confucius’ Views on Teachers

论文摘要

人们对优秀教师的评价往往借助于某种孤立的能力(如知识、技巧、态度)，而忽视教师的身份认同、教学热诚、情感和精神因素，致使部分教师失去了工作进取心和责任心。然而也有一些教师工作积极主动、魅力四射，而得到学生的喜爱。本文为了展示此类教师的素质，将对一名优秀中学英语教师进行个案研究。具体地讲，本论文试图探索以下三个问题：(1)Juan作为优秀教师具备何种素质?(2)何种经历因素促使Juan成为一名优秀教师?(3)就Juan的案例来说教学究竟指什么?本研究的对象为浙江金华某初中的英语老师Juan，参与研究的还有她的学生和同事。本研究所采用的方法为个案研究和叙事研究。所收集的资料长达一年左右，资料形式有课堂录音、教师回忆录和采访录音。本文运用教师身份认同、教师个人知识、教师成长经历理论及孔子的教师观得出：1)学生喜爱的优秀英语教师素质由四个方面组成：教师知识层面，教师学科专业知识与个人知识的有机结合；教师情感和精神因素层面，教师能与学生倾心交流并拥有崇高的品质陶冶学生的心灵；教师任教热诚层面，教师有很强的责任心，忠于教学，能全身心的投入到教学中去；教师身份认同层面，教师在学生面前展示的是一个真实透明的自我，能把自己的个人经历、学科知识、社会环境和学生需要和谐联系。2)教师成长经历，即Juan的个人成长过程中父母兄妹及所爱教师的言传身教和模范作用都对其优秀人格和品德的形成产生深刻的影响，是促使她成为优秀教师的重要因素；3)在Juan的案例中，教学是师生间心灵的对话。教师之心通过融合着教师个人经历的教师知识、教师情感和关爱、教师精神、任教热诚和完整教师身份认同等教师素质体现出来。正是教师用心教，学生才用心学，教学真正成为师生间心灵的对话。本研究对我国的师资培养有一定的启示：职前师资培养应更关注学生作为人的发展，而不只是传授给他们孤立的能力和技巧，培养教书匠。其次，关注在职教师的生活质量和专业发展。教育管理者要提供教师轻松惬意的环境和足够的空间参与探讨和悟出教学之道的机会。另外，要营造年轻一代健康成长的良好环境。因为一个称职或学生喜爱的教师不是纯粹通过师范教育就能造就的，成长环境对他们的人格形成有不可忽视的影响。

论文目录

• Title Page
• Acknowledgements
• Abstract
• 摘要
• Table of Contents
• Chapter One Introduction
• 1 The origin of the study
• 2 The aim of the thesis
• 3 The structure of the thesis
• Chapter Two Literature Review
• 1 What is a （good） teacher: An overview of teacher essence
• 1.1 Confucius'views on teacher essence
• 1.1.1 Relationship between teacher knowledge and teaching
• 1.1.2 Relationship between teacher morality and teaching
• 1.1.3 Relationship between teacher identity and teaching
• 1.2 Other outlooks on teacher essence
• 2 What makes a （good） teacher: Teacher preparation
• 2.1 Carving the ox
• 2.2 Three phases of teacher preparation
• 2.2.1 Teacher training
• 2.2.2 Teacher education
• 2.2.3 Teacher development
• 3 Summary of literature review
• Chapter Three Theoretical Backgrounds
• 1 Teacher identity
• 2 Teachers'personal knowledge
• 3 Teacher biography/autobiography
• Chapter Four Methodology
• 1 Methods
• 1.1 Case study
• 1.2 Narrative inquiry—Autobiographical/biographical-narrative
• 2 Participants
• 3 Data collection
• 4 Data analysis
• Chapter Five Results of Narrative Inquiry
• 1 Personal biography
• 1.1 Family background
• 1.2 Favorite teacher
• 2 Professional biography
• 2.1 Stories about Juan's teaching career—self-portrait
• 2.2 Portraits in her colleagues' and students'eyes
• Chapter Six Analysis and Discussion
• 1 Essence of a good English teacher
• 1.1 Teacher knowledge
• 1.2 Teacher emotion and spirit
• 1.2.1 Heart-to-heart emotive communication with students
• 1.2.2 Soul-illuminating noble attributes
• 1.3 Teacher commitment
• 1.4 Integrity of teacher identity
• 2 Teacher biography
• 2.1 Family members' impact
• 2.2 The teacher model's impact
• 3 A dialogue of hearts between student and teacher in Juan's teaching
• Chapter Seven Implications
• 1 Nourishment of persons rather than technicians
• 2 Promotion of teacher professional development
• 3 Creation of healthy surroundings for the younger generation
• Chapter Eight Conclusion
• Bibliography
• Appendices
• Appendix Ⅰ Transcriptions of interviews with Miss Juan
• Appendix Ⅱ Transcriptions of interviews with Miss Juan's students
• Appendix Ⅲ Transcriptions of interview with Miss Juan's colleagues
• Appendix Ⅳ Transcriptions of one of Miss Juan's classrooms
• Appendix Ⅴ Miss Juan'smemoir （2005/11/1）
• Appendix Ⅵ Published work