The Construction Of Subject Identity Of "Special Teachers": A Historical Sociological Analysis Of The System Of Class Teachers In Primary And Secondary Schools

Class teacher system was imported from the former Soviet Union, and now it has become one of the most unique school educational systems in China. The system stipulates a series of rules and standards for duties and tasks of teachers, it has contributed to the construction of the subjective identity of class teachers?In this study, the perspective of Historical Sociology was taken as my research perspective. Starting from the in-depth study on the construction of the subjective identity of class teachers in reality field, this research pondered over the past and the present of class teacher system. In this study, I used both historical literature method and participant observation method. This two methods helped me do these things, the first method helped me described the generation and development of class teacher system and inquire into the construction of the subjective identity of class teachers. The second method helped me enter the real life scene of the class teacher and give realistic consideration to the work state of the class teacher.This paper mainly consists of five parts. The first and introductory chapter provides a detailed introduction of the origin of research, research significance, existing research results and the definition of concept by the author. It also introduces the research methods and process in the study briefly.The second chapter is "the evolution of the system:the history of class teacher system in primary and middle schools in China". In this chapter, I combed the process of the formation and development of the class teacher system. The establishment of the new education system at the end of Qing Dynasty provided the soil for the appearance of the class teacher system. The attempt of the discipline system in Republican Period proved the class teacher system to be reasonable. The imitation of the Soviet Union's education after the founding of new China was the immediate cause of class teacher system. Through the carding of this chapter, it can be found that the class teacher, as a special teacher, is different from other subject teacher, which belongs to the moral education worker. However, there is an inherent relationship between the construction of this special identity and the political system of our country. The third chapter is "the logic of the system:how the system has contributed to the construction of the subjective identity of class teachers" Based on the analysis of the second chapter, I combed the development of school moral education in the third chapter. We can find that, along with the establishment and development of the modern school system, the function of school moral education is constantly strengthened. At the same time, the connotation of school moral education is expanding. This determines the class teacher's responsibility to cover all aspects of school life. Therefore, from the perspective of class teacher system, the identity, as a moral worker who has overall responsibility for the class, has been constructed.The fourth chapter is "the logic of administration:the role of the class teacher in the field of practice". In this chapter, I returns to the real school life. I analyzed how the administrative system of school contribute to the reconstruction of the subjective identity of class teachers, and the concrete embodiment of the subjectivity of class teacher. Then I revealed the interactive relationship between the system and the class teacher. Namely, in the implementation process, on one hand, the system use explicit and implicit discipline means to achieve the construction of subjective identity of the class teacher, and on the other hand the class teacher acts as a follower and the role of the executor. In the last chapter, I gave deeply thinking and reflection on the dilemma of class teacher system, based on the relationship between modernity and the modern school system. I think that class teacher system as an important part of modern school management system, exposed the modernity orientation which is rooted in the modern school, including the management orientation of the administrative thinking, and the worship of the regime values, quantitative value and the instrumental reason.