社会文化视角下教师同情心践履的研究  

A Case Study on the Teachers' Sympathy and Its Practice from the Chinese Socio-cultural Perspective

作　　者：江淑玲[1] 陈向明[2] 

机构地区：[1]浙江师范大学教育学院,浙江金华321004 [2]北京大学教育学院,北京100871

出　　处：《教师教育研究》2015年第3期71-78,70,共9页Teacher Education Research

基　　金：浙江省教育科学规划重点课题(2015SB113);北京市教育科学规划重点课题(AIA11155)阶段性成果

摘　　要：有同情心的教师是培养学生同情心的关键因素。教师同情心的践履不是一味地表达和展示自己的同情,一个具有教育智慧的教师,会在真正共情和理解的基础上,把自己对孩子的同情心用巧妙的策略化在具体的行为中。本文以一位数学教师十几年如何对待学困生为个案,揭示了该教师在同情心践履中,无不渗透着绵延在中国传统文化中的"忠恕之道"、"絮矩之道"等以求"和"的观念,体现其"用心灵关注心灵"的理念。研究发现:"忠""恕"之道才能使教师及时回应学生的呼唤与达成对学生的真正的关心,教师同情心践履通过"中庸之道"走出各种两难困境。同时,其同情能力和同情心是在文化与制度环境的塑造和与之抗衡之中得以生长,此过程中还蕴含了教师本人的学科理念及本人深层自我实现的需求。The teachers filled with sympathy are the key factor for the cultivation of students＇ sympathy. Using the qualitative research method, this paper vividly presented the process of a teacher how to deal with the F-learning students in her nearly twenty years teaching career, and made a connection between her practice of sympathy and the Chinese socio-eultural. Based on the data analysis, it found that the way of the teacher＇ s practice of sympathy was associated with the meaning of faithful and tolerant in the analeets. What＇ s more, the teacher used the golden mean of the Confucian Ideas to get out of the moral trouble. A reference to the research in the fields of Chinese traditional cultural would lead to an in-depth portrait of the socio-cultural logic behind the practice of sympathy of Chinese teachers. Finally, it was a deep understanding that the sympathy of the teacher developed between the struggle of the teacher and the cultural and system environment, and the subject philosophy and self-actualization of the teacher would affect the practice of the teacher＇s sympathy.

关 键 词：同情心 践履 “忠”“恕”之道 社会文化视角 

分 类 号：G40-055[文化科学—教育学原理]