从“扭曲交往”走向“协商交往”——论师生交往生活的公共性建构  

From "Distorted Communication" to "Negotiated Communication" ——On the Publicity Construction of Teacher-Student Life

作　　者：叶飞[1] 

机构地区：[1]南京师范大学道德教育研究所,江苏南京210097

出　　处：《教育理论与实践》2014年第7期43-47,共5页Theory and Practice of Education

基　　金：全国教育科学"十二五"规划教育部青年课题<公共交往与学校公民教育的实践策略研究>(课题编号:EEA110340);江苏省教育科学"十二五"规划课题<参与式公民学习与公民教育的实践建构>(课题编号:C-c/2011/01/43)的研究成果

摘　　要：师生交往关系的公共性建构意指将公共价值原则贯穿于教师与学生的交往生活当中,从而保障学校教育和学校生活的民主性与平等性。在当前的教育背景下,民主、平等、协商、理性等公共价值原则并没有主导学校空间中的师生交往生活,教师与学生在学校空间中所享有的公民身份、课程权力以及话语权利依然处于不对等的地位,从而会造成师生之间的心灵阻隔,导致师生交往愈来愈成为扭曲的交往。扭曲的师生交往会损害学校教育的公共价值取向,阻碍教师与学生的公民身份认同。重建师生交往的公共价值取向,必须以协商性、民主性、批判性和无强制性等公共理性原则为基础,保障师生的平等权利,促进教师与学生的公民身份认同,最终推动师生交往的发展。The construction of publicity in teacher-student communication means we should let the public values to be the principle of teacher-student communication which can protect the publicity and democracy of school life. In the cur- rent educational context, the public principles of value like democracy, equality, negotiation and rationality haven＇t domi- nated the teacher-student communication in the school space. Instead, the inequality of citizen identity, curriculum power and discourse right in the teacher-student relationship can result in the spiritual separation between teacher and students, thus distort teacher-student communication. The distorted communication has damaged the school＇ s public values, and in- jured the citizen identification of teacher and students. To reconstruct the publicity, we should protect the public values such as negotiation, democracy, criticalness and un-enforcement, because they can guarantee the equal citizen rights be- tween teachers and students, promote the citizenship identity of teachers and students, and in time develop the teach- er-student relationship in the school life.

关 键 词：师生交往关系 扭曲交往 协商交往 公共价值原则 

分 类 号：G456[文化科学—教育学]