教师专业化与教师应对教育改革的能力

卢乃桂 

(香港中文大学 香港教育研究所，香港)

【摘要】本文论述的是中国教育改革发展变化过程中的教师专业化问题，所以提出这一问题的背景，是联合国教科文组织讨论了“全民教育”的各项活动和中国教育改革。当前教育改革的目的，在于提高个体和全民发展的能力。因此，教育质量成为人们日益关注的重要问题。教师的工作职能是要推动教育改革的各项措施得到实施。本文认为，“信息时代”的要求和“知识经济”的兴起，使人们对人才的特点有了新的理解，也证实了在教育儿童和青少年成为未来工作者和公民方面存在的不足。综观中国教育改革，它是一个被迫出现的过程，导致学校对教育改革的反应不灵敏。教师作为专业人员，应该支持改革，但是他们的效能还是存在一定的问题。本文进一步认为，中国教师当前面临的主要问题是不具备应对改革的能力。有关研究表明，教师工作的本质及其关注的问题与教育改革的预期大相径庭。这一问题即使通过行政命令、在职培训、或者投入更多的教育资源也难以解决。本文认为，进行全面改革的同时，要改革学生评价和选拔制度，从文化和社会层面上来思考教师职业，树立新的教师专业发展理念。

【关键词】中国教育；教育改革；教师专业化

【中图分类号】G451.2

【文献标识码】A

【文章编号】1007-2179（2007）02-0009-06

Teacher Professionalism and Their Capacity to Deal with Change

Leslie N.K. Lo 

(Faculty of Education & Hong Kong Institute of Educational Research，

The Chinese University of Hong Kong,Hong Kong,China）

Abstract: The purpose of this paper is to illuminate issues of teacher professionalism in Chinese societies which are undergoing rapid educational change. The UNESCO's "Education for All" endeavor and education reforms in Chinese societies provide a contextual background for discussion. Recent education reform efforts have aimed to enhance individual and national capacities for further development. Quality of education, therefore, has become an increasing important concern. By nature of their work, teachers are expected to support the implementation of reform measures. This paper argues that the requirements of the "information age" and the emergence of "knowledge economy" have led to a new understanding of the necessary attributes of human resources. They have also magnified the inadequacies of schooling in preparing children and youths for work and citizenship. When viewed in the context of education reform, which is in fact a process of induced change, Chinese schools seem to be slow in adapting to reform directives. As professionals who are expected to support reform, teachers' efficacy is suspect. This paper further argues that the major problem presently confronting Chinese teachers rests with their difficulties in dealing with change. Relevant survey findings suggest that the nature of teachers' work and their prime concerns are substantially different from the assumptions and expectations of reformers. Such a gap could hardly be filled by administrative orders, in-service training, or more generous allocation of resources. This paper concludes that comprehensive change of Chinese schooling will have to be accompanied by systemic change in student assessment and selection, as well as the development of a new vision of teacher professionalism that takes the cultural and social dimensions of teachers' work into account.

Key words: Chinese education; education reform; teacher professionalism