危机与重建:探寻教师存在的教育意义  

Crisis and Reconstruction: Exploring the Educational Significance of Teachers Existence

作　　者：蔡玉莲[1] 余闻婧[2] 

机构地区：[1]南昌师范高等专科学校学前教育与特殊教育系,江西南昌330103 [2]江西师范大学教育研究所,江西南昌330022

出　　处：《南昌大学学报（人文社会科学版）》2015年第5期155-160,共6页Journal of Nanchang University(Humanities and Social Sciences)

摘　　要：近年来,广大教师出现了倦怠、焦虑、离职等种种存在危机。这些危机源于教师存在意义的遮蔽。教育意义是教师存在的根基。教师在教育中存在,教师的活动应指向教育的本质,教师存在的旨归是追寻意义。教师走出存在危机的路径是重建教育意义。生成教育意义,意味着教师通过理解过程逻辑、体悟学生发展、创造生成空间等方式,回归教师作为人自身的存在。In recent years,many primary and secondary school teachers have been in the emergence of burnout, anxiety, separation and other existence crises. The crisis stems from the shelter of the teachers existence. The significance of education is the foundation of the existence of teachers. In the education of teachers, teachers should point to the essence of education, and its purpose is to pursue the meaning of teachers. The path of the teachers out of the crisis is the reconstruction of the significance of education. Generation of educational significance means that teachers, through understanding the process logic, understanding the development of the students, create spanning space, returning to teachers as human beings.

关 键 词：教师 存在危机 教育意义 

分 类 号：H451.4[语言文字]