摘要:The school cultural field is the main supporter of the teacher professional development. The main forces influencing teachers' development in the school cultural field include administrative forces, economic forces, family forces, peer forces, student forces and teacher self. These forces constitute and constrain the school cultural field with their own cultural values, resulting in a variety of cultural conflicts, such as the conflicts between elite culture and mass culture, mainstream culture and marginal culture, system culture and spiritual culture, organizational culture and self-culture, prescriptive culture and experiential culture. Being in the school cultural field, teachers, the subject of value, either avoid or conform to or integrate different behavior norms in accordance to their own roles in the field, repeatedly adjusting their value proposition so as to maintain or change their scope and form in the field. In this way, "novice teachers" grow into "excellent teachers", even "expert teachers".%就教师的专业成长来说,学校文化场域是教师专业成长的主要载体。学校文化场域中作用于教师成长的力量结构包括行政力量、经济力量、家庭力量、同侪力量、学生力量及教师自我,这些不同的力量以不同的文化价值存现或制约着学校文化场域,并存在着多种文化冲突,主要有精英文化与大众文化,主流文化与边缘文化,制度文化与精神文化,组织文化与自我文化,规范文化与经验文化等。作为价值主体的教师的专业成长,正是在这多元文化场域中根据他们在空间里所占据的位置以其或规避、或迎合、或整合等各种行为选择,不断进行一次又一次的价值定位,以求维持或力图改变其在空间的范围和形式,由此才由一名"新手型"教师逐渐成长为"骨干教师",甚而"专家型教师"。