CAJ | 학술논문

教师在课堂上对人称代词的选择蕴含着自身对其教师身份的体验，当教师完成对其教师身份的认同和内化时，其在课堂中作为第一人称单数的“我”却常常被第三人称“老师”所取代。通过本原性分析发现，根本原因是教师的主体性被忽视，教师不断内化的是他们代表的科学的、道德的伦理身份，致使课堂教学中教师的个体话语被淹没，教师工具性作用凸显，并在师生关系中体现着虚假的权力和权威。要想寻回教师“本我”身份，需要确立教师自我关怀的审美形象，追求主体问性的师生关系。
교사재과당상대인칭대사적선택온함착자신대기교사신빈적체험，당교사완성대기교사신빈적인동화내화시，기재과당중작위제일인칭단수적“아”각상상피제삼인칭“로사”소취대。통과본원성분석발현，근본원인시교사적주체성피홀시，교사불단내화적시타문대표적과학적、도덕적윤리신빈，치사과당교학중교사적개체화어피엄몰，교사공구성작용철현，병재사생관계중체현착허가적권력화권위。요상심회교사“본아”신빈，수요학립교사자아관부적심미형상，추구주체문성적사생관계。
Through an analysis of some teachers＇ discourse and experience, this paper finds that teachers＇ choices of anaphora in a classroom will contain their career identity, but when teachers have their teacher iden- tity internalized, their personal anaphora will have some variability. The first personal singular ＂I＂ often chain ges into the third personal ＂teacher＂. The root cause is that they drop into a myth of ＂subjectivity＂-the person- al variable anaphora refers to the behind identity of teachers, who represent scientific, political and ethical ima- ges. The teacher＇s individual discourse in the classroom is inundated; his instrumental role is highlighted and the teacher-student relationship is reflected in a false power and authority. Only by changing assumptions of practical philosophy, respecting originality of knowledge, and pursuing the intersubjectivistic teacher-student relationship can teachers break barriers of false farce and become real.