教师之适度宽容试探  

Initial Investigation on Teachers' Proper Tolerance

作　　者：丁金花[1] 鞠玉翠[1,2] 

机构地区：[1]华东师范大学教育学系,上海200062 [2]华东师范大学基础教育改革与发展研究所,上海200062

出　　处：《基础教育》2013年第1期52-57,25,共7页Journal of Schooling Studies

基　　金：国家社科基金教育学一般项目"学校道德氛围测评与监控研究"(课题批准号:BEA110034)阶段性成果;上海市浦江人才计划成果(项目号:11PJC048)

摘　　要：宽容是个体的一项重要品质,在学校道德氛围建设中发挥着不可替代的重要作用。而教育场景中教师对宽容的忽视和不解,在潜移默化中对学生的健康发展构成了损害。文章首先厘定了宽容的四个基本要素,即:差异存在,产生否定反应,对干涉意愿的克制以及进一步有所作为。在此基础上将教师的"宽容"问题分为"不宽容""伪宽容"和"过度宽容",最后指导教师走向适度的宽容,其内容包括:宽容差异、宽容过错、宽容冒犯。Tolerance is an important property for individuals and plays an indispensable role in building up ethics in schools. Somehow teachers＇ ignorance and misunderstanding towards tolerance has unconsciously hampered students＇ healthy development. This article has defined four basic elements for tolerance： different opinions, negative reactions, suppressions against interference and next solid steps. On the basis of the four elements, teachers＇ tolerance issues can be classified as non - tolerance, hypo - tolerance and over- tolerance. Finally teachers are guided to tolerate differences, mistakes and offence.

关 键 词：宽容 适度 差异 过错 冒犯 

分 类 号：G525.1[文化科学—教育学]