教师发展:多维视角下“关怀话语”失语

Teacher Development: Aphasia of "Care Discourse" from a Multidimensional Perspective

在教育世界中,要突出道德行为"接受者"——"被关怀者"对道德行为受授理解,当道德主体确认了彼此的关怀关系,"师生关怀关系"才会得到认可。本文从个人知识:"技术理性"的工具追求、教育内容:"箱格化"的定格、师生关系:"主体间性"的缺位、教育评价:"单向度"的操作四方面论证了当前教师发展中存在的"关怀话语"失语问题,以期查摆不足,促进教师发展。

In the world of education, it is necessary to highlight the acquisition and development of moral behavior by the"recipient"of moral behavior-"the students concerned". Only when the "recipient" of the same moral subject confirms the concern, can the realization of the"teacher-student care relationship"be reasonable and moral. This paper demonstrates the aphasia of"caring discourse"in the development of teachers from four aspects: personal knowledge, tool pursuit of"technical rationality";educational content, stereotyping of"box style";teacher-student relationship, absence of"inter-subjectivity";educational evaluation and"oneway"operation, with a view to finding out the shortcomings and promoting.