【作 者】：
肖 静
【关 键 词 】：
教师； 身份认同模糊化； 身份认同重构； 在线课堂； 互动
【栏 目】：
网络教育
【中文摘要】：
新冠肺炎疫情期间，线下到线上教学模式的改变，引发了课堂互动的变化。在线课堂互动空间的分隔、互动情感的阻隔以及互动边界的区隔，使课堂互动更具不确定性，教师身份认同也由此模糊化，并呈现出角色冲突化、身份边缘化、情感整饰化及主体缺场化的特征。教师身份认同模糊化的重构路径之一是发展情境化认知，即在不确定性中理解自我与世界，教师通过此认知方式，获得对在线课堂互动问题复杂性的洞见。教师借助情境化认知，打开情感通道，唤起对学生的连带感通心。经由情感的升华体验，教师更新道德生命力，创造共同求真的叙事文化。在对共同道德的追寻中，教师不断重构身份认同。后疫情时期，讨论教师身份认同模糊化的价值，不仅在于促使教师省察身份认同模糊化对专业发展的阻抑，更重要的是帮助教师转变视角，看到身份认同模糊化中孕育着新的成长契机。
【英文摘要】：
The outbreak of COVID-19 has forced a shift from offline to online teaching, which triggers changes in classroom interaction. Separation of space, blocking of emotion and limiting of boundary in online interaction increases the uncertainty of online teaching. Teacher identity, therefore, becomes ambiguous, characterized by conflicting roles, marginalized self, emotional management and absent agency. One way to reconstruct teachers' ambiguous identity is to develop their contextual knowing, the understanding of selves and the world in uncertainty, through which teachers can gain insight into the complexity of online classroom interaction. Contextual knowing helps open teachers' emotional pathway and evoke their sense of connectedness with students. Through the uplifting of emotion, teachers renew their moral vitality, which in turn inspires them to create a narrative culture of collective pursuit of truth. In pursuing common morality, teachers continuously reconstruct their identity. The value of discussing ambiguity of teacher identity in the post-epidemic period is not only to encourage teachers to examine the obstacles of professional development caused by their ambiguous identity, but to enable them to change perspectives and discover new opportunities for growth.