重新认识教师:“儿童中心”的挑战与审思

Redefining Teachers:The Challenges and Reflections on Child-centeredness

“儿童中心”在促进现代教育关注儿童天性与心理需求的同时,也可能由于其浪漫倾向和“解放”话语给教师带来身份危机,把教师表征为旁侧的助学者、去权威的交往者和无目的的教育者。为了应对“儿童中心”带来的挑战,重申教师在教育中的主体地位和职责尊严,有必要从“解放”话语转向“保护”话语。从“保护”的角度来看,教育工作的前提是把教育性事物和非教育性事物区分开来,使儿童在一个避免多方风险和机运的教育性世界中生长。其中,教师的教学、权威与爱欲并非压迫儿童生长的东西,而是成为儿童兴趣、秩序和精神力量的重要来源。在儿童受保护的教育性世界中,教师不能仅仅是一个助学者的角色,而是处在中心性的地位。

The concept of child-centeredness has promoted modern education to focus on children's nature and psychological needs.However,due to its romantic tendencies and the discourse of liberation,it brought an identity crisis to teachers,describing them as learning assistants,non-authoritative interlocutors,and aimless educators.To address this challenge and reaffirm the status and dignity of teachers,it is necessary to shift from the discourse of liberation to the discourse of protection.From the discourse of protection,education aims to enable children to grow in an educational world that avoids multiple risks and accidents.In this regard,the teaching,authority,and eros of teachers do not oppress children's growth.In the educational world that children are protected,teachers cannot just play the role of assistants,but become an important source of interest,order and spiritual strength for children.