教育存在论视角下教师的教育价值取向分析  

Analysis of Teachers’ Education Value Orientation from Perspective of Educational Ontology

作　　者：安紫琪 张莹 An Ziqi;Zhang Ying(South Central Minzu University,Wuhan,Hubei 430074,China)

机构地区：[1]中南民族大学教育学院,湖北武汉430074

出　　处：《湖北招生考试》2022年第1期54-57,共4页Enrollment and Examination in Hubei

摘　　要：教师的教育价值取向是教师教育必须首先明确的关键问题。教育存在论认为教育是属于人的生成性存在,基于教育存在论,教育价值取向可以分为教育本身价值取向和教育相关价值取向。但是当前功利化的教育价值观念侵入教师的思想领域,有损人民教师的形象,不利于学生的身心发展,一定程度上背离了教育本身,背离了人本身的发展,必须予以纠正和改善,教师应当分清主次,在课堂教学中遵循教育存在的特性,在教育教学中以学生的意义生成为根本目的,坚守教育本身。In the field of teacher education,the first issue to be clarified is the value orientation by the teachers.Since the educational ontology regardseducation as human’s naturally-born needs,the education value orientation normally includes both value orientation for education itself and education-related value orientation.However,due to the prevailing utilitarianism in the ideological fields of teaching,some teachers failed to set the image of straightforwardness,thus detracted teaching from the original goal of education and human development,and as a result,brought harm to physical and mental development of students.Such being the case,the present article holds that such adverse situation needs to be improved,and teachers are supposed to adhere to the nature and characteristics of education in classroom teaching and give priority to students’development and growth.

关 键 词：教育存在 教师 教育本身价值取向 教育相关价值取向 

分 类 号：G650[文化科学—教育学]