幼儿园教师师爱:应然追求、实然困境与必然路径——基于苏霍姆林斯基人学思想的现代审视

Preschool Teachers’Love:Pursuit in Human Nature,Dilemma in Practical Reality,and Its Inevitable Solution——A Modern Survey Based on Suhomlinsky’s Humanistic Thought

前苏联教育家苏霍姆林斯基提出了“教育学就是人学”的命题,认为“教育技巧的全部奥秘在于如何去爱学生”,把整个心灵献给孩子。在他看来,师爱是具有童心的理智人道之爱,教师应视儿童快乐为自己的最大幸福,仁慈地善待并尽力成全每一位儿童。反观幼儿园教师师爱的实然状态,我们发现存在以爱之名苛责儿童、以拯救式心理施爱、对儿童选择性施爱以及“廉价之爱”盛行等诸多问题。苏霍姆林斯基的人学教育思想为回归爱的本真、重塑师爱提供了可能路径:把握好爱的分寸,将“火热的感情与冷静的理智融为一体”;对弱势儿童施以“保护性教育”,让儿童“永远感到自身的庄严”;营造关爱共生的人际氛围,打造“留恋和怀念的人道精神圣地”;给每位孩子“特别的爱”,使儿童“一切天赋和才能都最充分地发挥出来”。

Soviet educator Sukhomlinsky put forward the proposition that“pedagogy is anthropology”and believed that“the whole mystery of educational skill lies in how to love students”and one should dedicate his whole heart to children.In his view,teacher’s love is rational and humane love with child’s heart,teachers should regard children’s happiness as their greatest happiness,treat it kindly and try to make every child whole.On the contrary,we find that there are many problems such as harsh accusations against children in the name of love,love with a rescue mentality,selective love for children,and the prevalence of“cheap love”.Sukhomlinsky’s anthropological education provides a possible path for returning to the true nature of love and reshaping teacher’s love:to grasp the right proportion of love,to integrate“hot feelings and calm reason”;to give“protective education”to disadvantaged children,so that they“always feel their own solemnity”;to create a caring and symbiotic interpersonal atmosphere,to create a“humane and spiritual sanctuary of attachment and remembrance”;to give each child“special love”so that“all the gifts and talents of the child are brought into fullest play”