关怀伦理视野下教师身份的重建

Reconstruction of Teachers' Identity from the Perspective of Care Ethic

基础教育课程改革在理念和实践上均实现了"人"的价值重塑和完善,然而,随着基础教育课程改革的深化,教师的内在价值逐渐被遗忘,教师"身份"定位出现了不同程度的偏颇与盲从,持续发展难以为继。从诺丁斯关怀伦理视角对教师自我身份进行重建,应将研究视角从学生关怀转移到对教师群体的关怀:强化问题取向,超越学科化;强化专业发展的自为性,减少工具性;重视关心情意,反对道德普遍性;建立持续性的关心关系,减少利益关系,以期打破当前教师的各种身份限制,促使教师投入到自我身份重建的过程中。

Basic education curriculum reform has reshaped and consummated the value of ＂humans＂ both in idea and practice. However, in the process of deepening basic education reform, it is found that the teacher＇s intrinsic value is being forgotten, the orientation of teacher＇ s identity is biased and blind to some extent, and sustainable development is difficult to achieve. To reconstruct the teacher＇s self-identity from the perspective of Nodding＇s Caring Ethics, it is necessary to change the research perspective from caring students to teachers, to intensify the problem orientation and surmount scientization, to reinforce the self-behavior of specialty development and reduce instrumentation, to reject the universality of morality and value feeling care, and to establish the persistent caring relationship and reduce the interest relationship. Thus we can hope to break various identity restrictions of teachers and force the teachers to devote themselves into the reconstruction of self-identity.