本文旨在從N.Luhmann的系統理論，詮釋教師在升學主義下，如何受到自我統合與社會系統的互動，而表現「擁有」或「存有」的教學行為。本文主要獲得以下結論。1.升學主義是框住教師專業發展的緊箍咒？抑或成就教師共圓熟專業成長的智慧根源，繫乎教師如何從自我系統與外在社會系統的互動意義與溝通品質重新詮釋。2.教師有權利保有基本且「合理」的關心自己生存利益的「擁有」教學行為，如自己的薪資與工作負荷的合適程度、工作福利、工作時間等，但教學做為一種專業，此部分的行為不宜過多。3.「存有」的教學行為是教師能體現優良教學品質的重要涵養，需透過自我的內在系統的統合與社會系統的良性互動，包括教師不被升學主義控制，並能妥善運用日常生活及專業生活中的有效資源，建構自己成為教學生涯中的主人。 Employing N. Luhmann’s theory of system as analytical framework, this paper attempts to explore the teaching behavior expressed in teachers’ self-awareness of ” Mode of Being” vs. “Mode of having”. Special attention is paid to the interaction between teacher’s system ego-integration and social system under today’s educational circumstance of the ideology paying nothing to do with real aim but entering higher level school. Two conclusions are reached as following:1. Teachers with the behavior expressed in the “Mode of Having” have the tendencies to be concerned with the work-load, work- time, salary and welfare system.2. Teachers with the behavior expressed in the “Mode of Being” tend to show themselves as professional through excellent teaching. They can break through the constraints of unfavorable educational circumstances of the ideology of paying attention only to entering higher-level school. They can adapt the everyday life resources available to their professional teaching.
Based on the foregoing conclusions, the following recommendations are proposed to improve teacher’s working conditions:1. Efforts should be made by the Ministry of Education to legalize a reasonable system of teachers salary and welfare in order to encourage teachers excellent professional performance.2. Voluntary professional community of teacher’s biographical experience should be encouraged to build up at various level of teacher’s organization. In the Community teachers have the opportunity to share their excellent teaching experiences and gradually transform their teaching behavior from“Mode of Having” to “Mode of Being”.3. Excellent teaching performance of the “Mode of Being” should be digitalized as reference resources to offer teachers a model for imitation in their teaching.
