马丁·布伯对话理论视域下教师期望效应的生成与利用

Teachers Expectancy Effect and its Utilization Strategy in Schools:Analysis Based on Martin Buber s Dialogue Theory

教师期望效应,又称罗森塔尔效应,其内涵是指教师通过显性或隐性的途径,传递自己对于学生的期望,会使学生朝着教师期望的方向发展。基于马丁·布伯的“对话理论”,教师期望效应依赖于“教育是一种对话”的对话性生成基础;表现为以“非介质性”“相互性”以及“转向性”为特征的对话性生成阶段;酝酿成师生双向奔赴、共同成长的对话性生成归宿。“双减”之下,亟需加强师生之间的情感交流,构建“我—你”型师生关系,并在此基础上,通过走进学生个体形成正确的教师期望内容、依据学生个体选择正确的教师期望方式、拥抱学生个体走向共生的教师期望结果,实现教师期望效应的价值最大化。

Teachers expectancy effect,also known as the Rosenthal effect,means that teachers expectations for students through explicit or implicit channels will make students develop in the direction of teachers expectations.Based on Martin Buber s dialogue theory,teachers expectancy effect depends on the cognitive basis of education is a dialogue.It derives from a dialogic mechanism characterized by non-media,mutuality,and diversion,which intends to become a dialogue destination for teachers and students to get close to each other and grow together.Its generated logic begins with recognizing that education is a dialogue under the“I-you”relationship,experiences the perception and response of teachers and students under the“I-you”relationship,and transpires with a two-way walk between teachers and students.Under the double reduction policy,it is urgent to strengthen the emotional communication between teachers and students and build an“I-You”relationship between teachers and students.Through this,we can maximize the value of teachers expectancy effect by approaching students to form the correct contents of teachers expectations,selecting proper methods to give teachers expectations according to students individuality,and embracing students to get symbiotic results from teachers expectations.