正义的课堂与教师的转型——基于罗尔斯的正义原则  

Study on The Justice Class and Teachers' Transformation:based on the principles of justice from John Rawls

作　　者：宗锦莲[1] 

机构地区：[1]江苏省教育科学研究院基础教育研究所,南京210013

出　　处：《教育发展研究》2013年第15期101-105,共5页Research in Educational Development

基　　金：江苏省教育科学"十一五"规划青年资助课题"基于小学教师专业发展规划的教师成长研究"(C-a/2009/01/002)的阶段性成果

摘　　要：课堂在教育中的作用不可估量,它是一项制度、一场时空、一个场域,更是一种启蒙。教育公平的实现很大程度上取决于课堂正义的达成,与此同时,作为社会首要价值的正义,也必须在课堂上得到传播与传递。参照罗尔斯的正义原则,正义的课堂必须要让学生平等地享有作为社会人、个性人及未来人的权利,并且给予最不利者以最大限度的补偿。课堂向正义状态的不断逼近,需要教师至少向四个方面实现转型,即培育野性的思维、站立于无知之幕之后、找寻学生个体回归以及进行正义调节。Class plays an inestimable role in education. It is a system, a period of time, a field and the enlightenment. The realization of justice education depends a lot on the realization of justice class. At the same time, as the primary value of a society, the justice must be conveyed and disseminated in class. According to the principles of justice from John Rawls, a justice class must provide students with the equal rights as being social men, men with personality and future humans. Moreover, it should provide the least-benefit owners with maximum compensation. The constant approaching to the justice of class needs teachers＂ translation on at least four aspects-cultivating savage thinking, standing behind the veil of ignorance, seeking the return of individual student and the adjust of justice.

关 键 词：正义 课堂 教师转型 

分 类 号：G424[文化科学—课程与教学论]