论教师的“操心”  

On Teachers“Concern”

作　　者：余闻婧[1] 

机构地区：[1]江西师范大学课程与教学研究所,南昌330022

出　　处：《教育发展研究》2014年第20期62-68,共7页Research in Educational Development

基　　金：教育部人文社会科学研究青年基金项目"存在论视域下中小学教师的专业意识研究(14YJC880104)的部分成果

摘　　要："操心"是中小学教师在日常教育生活中的基本生存状态。如何让教师的"操心"呈现出褒义,发挥有益的成份,是教师发展研究领域的实际难题。那些"不会操心"的教师看起来做了很多,结果往往事与愿违。回到教师"操心"本身,"操心"的主体是教师,缘起担心,表现为应对性反应。"会操心"的教师表现出完整的担心、明智的应对和艺术的反应,这是教师"操心"的本质展现。＂Concern＂is the basic living conditions of teachers in primary and middle schools in the daily educational life. How to let the teachers ＂concern＂showing a commendatory, play a beneficial ingredients, is the actual problem in the research field of teacher development. The teachers of ＂Do not know how to concern＂ seem to do a lot, but the results are often getting the opposite of what they want. Back to the teachers ＂concern＂itself. ＂Concern＂is the main body of teachers, the origin of worry, manifested as answering response. The teachers of ＂know how to concern＂show complete worry, smart answer and the art of the response, which is the essence of teachers＂concern＂show.

关 键 词：教师 “操心” 担心 应对 反应 

分 类 号：G635.1[文化科学—教育学]