教师韧性研究的多维取向、情境嵌入与认知转向——文献梳理与展望

Multidimensional Orientations, Contextual Embeddedness, and Cognitive Turn in Teacher Resilience Research—A Literature Review and Future Directions

摘要: 教师韧性是过去二十余年间逐渐兴起的重要研究领域。本文对国内外相关文献进行梳理与整合，指出教师韧性研究呈现出三条相互交织的发展线索：其一，概念取向由单一走向多维；其二，韧性的结构与情境高度绑定；其三，研究视角正经历认知转向。在此基础上，本文指出当前研究存在四方面不足：教师视角的韧性认知研究仍严重不足；已有认知研究在研究对象与方法上各有偏限；文化情境化的理论建构尚待深入；干预设计仍偏重个体补救。未来研究应扩大取样所覆盖的职业阶段，夯实质性研究路径，关注教师本位研究，并在儒家文化传统与当代中国教育生态的具体脉络中重新审视韧性的要素与作用机制。

Abstract: Teacher resilience has emerged as a significant field of inquiry over the past two decades. Through a systematic review and synthesis of relevant literature in both international and Chinese contexts, this paper identifies three interwoven lines of development in teacher resilience research. First, its conceptual orientation has shifted from a unitary toward a multidimensional understanding. Second, the structure of resilience is highly context-bound. Third, the field is undergoing a cognitive turn. Against this backdrop, the paper identifies four major limitations in the current literature: research on teachers’ own cognitive construal of resilience remains woefully insufficient; existing cognitive studies are each constrained by the scope of their subjects and methods; theory building that is sensitive to cultural context has yet to go deep enough; and intervention design continues to over-rely on individual-level remediation. Future research should extend sampling to cover the full span of career stages, consolidate qualitative research pathways, attend to teacher-centered inquiry, and re-examine the constituents and operative mechanisms of resilience within the specific contours of the Confucian cultural tradition and contemporary Chinese educational ecology.