师生关系语法的再思考

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

American Journal of Education Pub Date : 2020-08-01 DOI:10.1086/709546

Hillary l. Greene Nolan

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引用次数: 5

摘要

师生关系是一种具有自己语法的教育结构。传统的关系语法涉及教师和学生之间的联系，以追求学术学习——这种语法既植根于历史上将教学的专业领域定义为学术知识的传播的尝试，也植根于当前对“学习化”教育的努力。本研究描述了中西部一所中学三名高中教师所经历的154段师生关系，以描述修订后的关系语法。鼓励将教学重新想象为学术和非学术的支持，林肯老师展示了一种关系语法，基于将学生视为学习者，也深刻地视为人，给予非学术支持与学术支持一样多或更多，这意味着公平。

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Rethinking the Grammar of Student-Teacher Relationships

One educational structure with its own grammar is the student-teacher relationship. The conventional relational grammar involves teachers and students connecting to pursue academic learning—a grammar rooted in both historic attempts to define the professional domain of teaching as the transmission of academic knowledge as well as current efforts to “learnify” education. This study describes 154 student-teacher relationships experienced by three high school teachers in a Midwest middle college to depict a revised relational grammar. Encouraged to reimagine teaching as academic and nonacademic support-giving, the Lincoln teachers exhibited a relational grammar based on knowing students as learners and also deeply as people and giving nonacademic support as much as or more than academic support, with implications for equity.

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来源期刊

American Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

4.00%

发文量

期刊介绍： Founded as School Review in 1893, the American Journal of Education acquired its present name in November 1979. The Journal seeks to bridge and integrate the intellectual, methodological, and substantive diversity of educational scholarship, and to encourage a vigorous dialogue between educational scholars and practitioners. To achieve that goal, papers are published that present research, theoretical statements, philosophical arguments, critical syntheses of a field of educational inquiry, and integrations of educational scholarship, policy, and practice.