论教师的教学伦理敏感性及其发展  

On the Teachers' Teaching Ethnical Sensitivity and Its Development

作　　者：郑信军[1] 吴琼琼[1] 

机构地区：[1]温州大学教师教育学院

出　　处：《教育研究》2013年第4期97-104,共8页Educational Research

基　　金：教育部人文社科规划课题"中小学教师教学伦理敏感性及其发展的实证研究"(课题批准号:10YJA880193)的阶段性研究成果

摘　　要：教师的教学伦理敏感性是教师对教学活动中蕴涵的伦理价值与潜在的伦理问题的领悟和解释能力,具有情境觉悟性、观点特异性、反应直觉性和发展层次性等特点。伦理维度的教学反思、不断丰富的教学伦理样例是教师教学伦理敏感性生成且保持活性的内在基础,教学自由和积极的教学伦理氛围则为其生成与发展提供了社会支持,频繁体验的道德情感是其得以启动、维护并转化为实践智慧的内部动力。教师只有适度发展与其道德行为能力及其他社会性行为技能相匹配的教学伦理敏感性,才更有利于他们的心理健康与职业幸福。Teachers＇ teaching ethnical sensitivity is the ability to detect implicit ethical issues and explmn potenuat moral problems of teaching activities, which bears some features such as situation-detection, occasion-specificity, reaction-intuition, development-hierarchy, etc. Teaching reflection on the ethical dimension and abundant teaching ethics samp｜es are the inner foundation to generate and maintain the teaching ethical sensitivity. Teaching freedom and positive ethic atmosphere in teaching provide social supports to generate and develop teaching ethical sensitivity, furthermore, frequent experiences of moral emotions can initiate and maintain teaching ethical sensitivity and turn it into practical wisdom as the internal dynamics. Only when the teachers develop their ethical sensitivity moderately and make it match their moral capacity and other social behavior skills, can they have more mental health and occupational well-being.

关 键 词：教师 教学伦理 教学伦理敏感性 伦理心理品质 教学反思 

分 类 号：G451[文化科学—教育学]