| 论文化类型与教师权威 |
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| 引用本文： | 赵永勤,靳玉乐.论文化类型与教师权威[J].教师教育研究,2003,15(6):34-39. |
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| 作者姓名： | 赵永勤 靳玉乐 |
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| 作者单位： | 西南师范大学教育科学研究所,重庆,400715 |
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| 摘 要： | 美国文化人类学家米德把人类文化分为三种类型:后喻文化、同喻文化、前喻文化。教育是文化传承的特殊载体,作为教育权威的集中体现者,教师权威必然受到文化类型的规限。后者对教师的传统权威、知识权威、感召权威有很大影响。传统权威即是长期的传统因素形成的教师的职业权威,知识权威就是教师专业所长形成的专业权威,感召权威即教师个人内在情感因素形成的精神权威。
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| 关 键 词： | 后喻文化 同喻文化 前喻文化 传统权威 知识权威 感召权威 |
| 文章编号： | 1672-5905(2003)06-0034-06 |
| 修稿时间： | 2003年7月10日 |
On Culture Model and Teacher Authority |
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| Zhao Yong?qin,Jin Yu?le.On Culture Model and Teacher Authority[J].Teacher Education Research,2003,15(6):34-39. |
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| Authors: | Zhao Yong?qin Jin Yu?le |
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| Abstract: | US cultural anthropologist Mead divides human culture into three types: Post?figurative, co?figurative and pre?figurative. Teacher authority is therefore affected by culture model. Traditional authority refers to the teacher career authority formed in the long?run tradition elements; knowledge authority refers to the professional authority formed from teachers major proficiency; influence authority refers to the spiritual authority of interior emotion. |
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| Keywords: | post?figurative culture co?figurative culture pre?figurative culture traditional authority knowledge authority influence authority |
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