缩短新手教师到专家教师的成长距离——来自戈夫曼之“拟剧论”的启示 王晋 【期刊名称】《比较教育研究》 【年(卷),期】2012(034)012 【摘 要】新手教师要缩短到专家教师的成长距离，需要更快地掌握教育教学知识和技能，这既需要“顿悟”，也需要长期积累沉淀。戈夫曼的“拟剧论”之教育互动对于教师专业成长具有“顿悟”意义。新手教师成为专家教师需要打造好第一印象，做好日常的印象管理；需要在“神秘化”和“去神秘化”之间以及“一视同仁”和“区别对待”之间寻求平衡的支点；需要运用好师生互动的规则，必要之时可以再造规则；需要把握好表演和“做作”之间的边际，在长期的坚持中寻求着力点。%Novice teachers need to master the teaching knowledge and skills quickly for shortening the de veloping period to become expert teachers .This requires not only the "epiphany", but also long-term accumula tion of precipitation. Goffman's drama turgical theory has the meaning of "epiphany" for professional development of teachers in education interactive. From novice teachers to expert teachers needs to create a good first impression and do a daily impression management; need to seek a balanced fulcrum between the "mystification" and "demys- tifieation", between "equal treatment" and "differential treatment" ; need to use the rules of teacher-student inter- action reasonably, and, if necessary, they can recreate the rules ; need to grasp the margin between the performance and contrived, and to seek a focal point in the long-term insistence. 【总页数】5页(P40-43,80) 【作 者】王晋 【作者单位】河南大学现代教育研究所,河南开封475004 【正文语种】中 文 【中图分类】G650 【相关文献】 1.幼儿园家园合作中印象管理困境及对策研究--来自戈夫曼：拟剧论“的启示2.拟剧论之前的戈夫曼(1945-1953)3.短视频网红的自我呈现研究 ——基于戈夫曼拟剧论4.从拟剧论到框架分析:戈夫曼思想的演进或延续?5.戈夫曼拟剧论下中小学师生关系的困惑与应对 因版权原因，仅展示原文概要，查看原文内容请购买 本文来源：https://www.wddqw.com/doc/88334246954bcf84b9d528ea81c758f5f61f298c.html