情感教育视域下特殊教育师生关系的偏倚及回归

Deviation and Return of Teacher-Student Relationship in Special Education from the Perspective of Emotional Education

师生关系具有丰富的情感价值,其状况直接影响特殊学生在校的学习生活与特殊教育质量。基于情感教育理论视域,实践中,特殊教育师生关系囿于传统观念、教师情感素质、学生生理或心理功能缺失的影响,日益显现出重知识轻情感、单一线性及生活与人身的过度依赖等偏倚现象。特殊教育中师生关系情感偏倚的原因在于,部分特殊教育教师情感素质与教育敏感性不足,特殊学生生理或心理的特殊性使师生双向互动更具挑战性,单一的课堂互动方式难以回应特殊学生的情感需求。要使特殊教育师生关系更具情感性、关怀性、教育性,可采取以下策略:重视学校情感文明建设;强化特殊教育教师的情感素养与敏感性;特殊教育教师应成为"爱的联结"的使者;合理使用关怀教育方式,诱发特殊学生的情感觉醒。

The teacher-student relationship has rich emotional value,which directly affects the special students*school life and the quality of special education.From the perspective of emotional education theory,the relationship between teachers and students in special education is influenced by the traditional mindset,teachers’emotional qualities,and the lack of students’physical or psychological functions in practice,thus emerging the symptoms or biases that emphasize knowledge over emotion,focus on the single linearity,and over rely on the life and the body.The reasons for the emotional deviation of teacher-student relationship in special education include the inadequacy of some special education teachers’emotional quality and educational sensitivity,the challenge to the mutual interaction between teachers and students brought by the physiological and psychological specialty of special students,and the difficulty in response to special students’emotional needs by the single classroom interaction.To make the teacher-student relationship in special education more emotional,caring,and educational,the following strategies can be adopted:emphasizing the construction of school’s emotional civilization;strengthening special education teachers’emotional qualities and sensitivity;making special education teachers the messengers of“connection of love”;and reasonably making use of caring education to induce special students*emotional awakening.