论教师道德敏感性与学校德育改善

On Teachers' Moral Sensitivity and the Improvement of School Moral Education

本研究从全人生命教育的宗旨和教育所面临的实际问题出发,论述了教师道德敏感性的提出基础、意义和内涵、并对其与相关概念的区别和联系做了具体区分,在对其意义、范畴的基础上论述了教师道德敏感性对于学校德育改善的促进。教师道德敏感性作为教师对于学生的身心需求(外显的或内隐的)做出必要反应的一种重要特质或能力,是学生生命和教师生命成长的基础,更是教育教学艺术的重要基石。在以师生关系为依托的、以教师行为的自我调控为依托的德育中,教师需要通过道德敏感性了解学生需求、把握教学进程并给予及时的适切的反应,以抓住教育契机、促进教学民主,超越德育或教育的表面效果,以抵达真实的德育对于学生心灵的触及,从而达到对于学校德育的改善。

Based on the holistic life education purpose and the practical problems now in education, this paper discussed about the teachers＇ moral sensitivity, whose proposed basis, connotation and significance, and also made distinction between its related concepts, their difference and connection. Then on the exploring of its category, we studied its meaning for the promotion of school moral education. Teachers＇ moral sensitivity, as a kind of important traits or ability of teachers, through which can they give students necessary and appropriate responses to student＇s demand （body and mind, overt or not）, and the basis of students and teachers＇ life development, as well as the art of education or teaching. In moral education which always relying on the relationship between the teachers and the students, and teacher behavior＇s self-regulation, through the moral sensitivity, teachers understand the students demand well, grasp the teaching process and give the proper response in time, so as to seize the education opportunity, promote the teaching democracy, and beyond the effective of moral education or education, to reach the real moral education for students, which can truly touch the mind of them, so as to improve the sehool moral education.