摘要
教师着装作为教育实践中的显见现象，其深层的符号意涵与育人机制尚待系统阐释。从教育符号学视角出发，将教师着装置于“符号互动”与“身体叙事”的理论透镜下予以考察，剖析其意义生成的“锚定”与“自然化”机制，旨在阐明这一符号系统在教育场域中稳定运作并产生效力的内在逻辑。在此基础上，系统论证教师着装作为文化符码、职业标识与关系媒介，在文化传承、身份建构与情感调节三个维度上所具有的育人价值，进而推导出相应的符号编码伦理规约，并建构从专业表达到课程融合的实践路径。该研究试图超越一般经验性讨论，为理解教育中的身体与符号实践提供系统性的理论分析框架。
关键词： 教师着装；教育符号；身体叙事；伦理规约；育人实践
Abstract
While teachers’ attire presents a highly visible element in educational settings, its underlying symbolic meanings and pedagogical mechanisms still demand systematic clarification. Educational semiotics provides the analytical foundation here, allowing the research to examine teacher attire through the twin lenses of “symbolic interaction” and “bodily narrative. ” Analyzing how meaning generation relies on mechanisms of “anchoring” and “naturalization” reveals the internal logic that sustains this symbolic system’s stability and influence in school environments. From there, the inquiry conceptualizes teacher attire as a cultural code, professional identifier, and relational medium, evaluating its educational value across cultural transmission, identity formation, and emotional regulation. These theoretical links further pave the way for defining ethical boundaries in symbolic coding and establishing actionable pathways from professional expression to curriculum integration. In doing so, the study moves past simple empirical description, providing a systematic theoretical framework to interpret embodied and symbolic practices in education.
Key words： Teacher attire; Educational semiotics; Bodily narrative; Ethical norms; Educational practice
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