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作 者:刘津池[1] 范士龙 张译丹 LIU Jinchi;FAN Shilong;ZHANG Yidan(Jilin provincial Institute of Education,Changchun Jilin 130022,China;Jilin Normal University,Siping Jilin 136000,China;Jilin Animation Institute,Changchun Jilin 130000,China)
机构地区:[1]吉林省教育学院,吉林长春130022 [2]吉林师范大学,吉林四平136000 [3]吉林动画学院,吉林长春130012
出 处:《吉林省教育学院学报》2019年第2期6-10,共5页Journal of Jilin Provincial Institute of Education
基 金:吉林省社会科学基金项目"青年网络趣缘群体聚众行为研究"(课题批准号:2017B116)资助
摘 要:在教育世界中,要突出道德行为"接受者"——"被关怀者"对道德行为受授理解,当道德主体确认了彼此的关怀关系,"师生关怀关系"才会得到认可。本文从个人知识:"技术理性"的工具追求、教育内容:"箱格化"的定格、师生关系:"主体间性"的缺位、教育评价:"单向度"的操作四方面论证了当前教师发展中存在的"关怀话语"失语问题,以期查摆不足,促进教师发展。In the world of education, it is necessary to highlight the acquisition and development of moral behavior by the"recipient"of moral behavior-"the students concerned". Only when the "recipient" of the same moral subject confirms the concern, can the realization of the"teacher-student care relationship"be reasonable and moral. This paper demonstrates the aphasia of"caring discourse"in the development of teachers from four aspects: personal knowledge, tool pursuit of"technical rationality";educational content, stereotyping of"box style";teacher-student relationship, absence of"inter-subjectivity";educational evaluation and"oneway"operation, with a view to finding out the shortcomings and promoting.
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