关注教师作为“人”的存在：论教师教育研究的人文主义取向--第二届全球教师教育峰会综述

文章基于第二届全球教师教育峰会，对教师教育领域关注外在标准与关注教师内在主体性之争进行讨论。本届峰会关注教师作为“人”的存在，在内容上通过关注教师作为主体性存在与教师作为社会建构存在两个方面呈现，在研究方法上更多采用质性研究，体现出教师教育研究人文主义取向。人文主义取向教师教育研究对我国教师教育的启示在于：教师教育需要首先关注并理解教师作为“人”的存在；教师教育研究应基于一定的历史、文化与社会发展的脉络，体现教师的主体性，实现教师教育研究的全球视角与本土情境的融合。

Teacher as a Person:The Humanistic Approach of Teacher Education---Review of the 2nd GTES

Based on the review of the 2nd GTES summit,this paper first discusses the debate between stan-dard from outside and teacher subjectivity inside in teacher education,and then discusses the humanistic approach in teacher education in the summit,which puts emphasis on“teacher as a person”. It discusses the issues from two aspects:teacher as a subjective person and teacher as person-in-making in society. The research on this issue is more qualitative. This approach enlighten that teacher education in China should first understand teacher as a person,and research in teacher education should be conducted in the context of history,culture and society to emphasize teachers’subjectivity so as to realize the fusion of global perspectives and local context.