教师道德行为发生的动因、特性及其实现路径——基于教育现象学的研究视角

The Motivation,Characteristics and Realization Way of Teachers’Moral Behavior from the Perspective of Educational Phenomenology

基于教育现象学的视角,考察了教师在师生交往中有利于学生身心发展的道德行为何以发生。结果显示,在即时且鲜活的教育情景中,教师“感受性的知”与“良知”等道德本能作为知识的另一种形态,对于引发教师道德行为具有一定的优先性;教师道德行为的发生具有情感先在性、人格的自主性与自律性、观念应然的主导性。对此应引导教师以情感体验为通道,用自我叙事的方式提升对道德本能的觉察;以自主性与自律性为圭臬,发挥教师在德行养成中的主体地位;以观念应然为基础,引导教师进行有意识的道德实践。

Based on the perspective of educational phenomenology,this paper examines how teachers’moral behavior beneficial to the physical and mental development of students occurs in the teacher-student communication.It finds that in the immediate and lively educational situation,teachers’moral instincts,such as“perceptual knowledge”and“conscience”,as another form of knowledge,have a certain priority in triggering teachers’moral behavior;and that the occurrence of teachers’moral behavior has the characteristics of emotional priority,autonomy and self-discipline of personality,and the leading of concept.Therefore,teachers should be guided to enhance their awareness of moral instincts by means of self-narrative through emotional experience;teachers should take autonomy and self-discipline as the criteria to give full play to their dominant position in the cultivation of morality;teachers should be guided to carry out conscious moral practice based on the concept of what ought to be.