后现代主义者认为,人与人、人与自然都是一种相互依赖的生态式存在。儿童和教师作为学校生态环境中的主要因子,并不是一种孤立的存在,而是在相互作用、相互影响中成长发展的。教师会以他的知识、情感、人格影响儿童.儿童也会以其经验、情感、个性反作用于教师。教师与儿童的每一步发展都是双方“共生”“共荣”的结果。教师是儿童社会性发展过程中的“重要他人”,对儿童的社会化有着巨大的影响。这是不言而喻的;而反向思考一下,儿童也未尝不是教师再社会化过程中的“重要他人”,对教师的教育观念、教育态度、教育行为甚至教师的身心健康都会产生不可忽视的影响,实行着对教师的文化改造。然而,回到教育的现实中,儿童和教师相比,在制度化的教育范围内终究是一个相对的“弱势群体”,对于占据制度高位的教师,儿童能对教师进行文化改造吗?有哪些具体表现?改造的方式和过程如何呢?本文尝试对以上问题作一思考。 Postmodernists hold the view that people, man and nature are all ecologically dependent on each other. Children and teachers, as the main factor in the school’s ecological environment, are not an isolated existence but grow and develop through interaction and mutual influence. Teachers influence children with his knowledge, emotion and personality, and children react to teachers with their experience, emotions and personality. Every step of the development of teachers and children is the result of “symbiosis” and “co-prosperity” between the two sides. Teachers are “important others” in the social development of children and have a huge impact on children’s socialization. This is self-evident; while thinking backwards, children are also not “important other people” in the process of re-socialization of teachers. They can not ignore the educational concepts, educational attitudes, educational behaviors and even the physical and mental health of teachers The impact of the implementation of the teacher’s cultural transformation. However, returning to the reality of education, children and the teachers in the institutional education in the end after all, is a relative “vulnerable groups”, for occupy the system of high teachers, children can do to teachers of cultural transformation? What Specific performance? How to transform the way and process? This article attempts to think about the above problems.