对“皮格马利翁效应”教育应用的公正性反思  

Reflection on the Impartiality of the Educational Application of “Pygmalion Effect”

作　　者：崔春龙[1] 

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《福建教育学院学报》2015年第11期1-4,128,共4页Journal of Fujian Institute of Education

摘　　要：在现实情境中,"皮格马利翁效应"存在着被简单化理解与实践的危险。通过对"教师期待"和"学生"这双重因素的变量控制,将"皮格马利翁效应"具化为四种情境下的教师公正行为讨论。而借此四种情境的分析,可以较为深入地从教师公正的视角重新审视"皮格马利翁效应"的教育应用。In the real situation,there exists the danger of simplistic understanding and practicing the Pygmalion effect. Through the variable control of the double factors,'Teacher expectation'and 'students',we can substantiate the Pygmalion effect into a four scenarios discussion of teacher impartiality behavior. And whereby the analysis of the four scenarios,we can re-examine in some depth the educational application of the Pygmalion effect from the perspective of teacher impartiality.

关 键 词：教师公正 教育期望 皮格马利翁效应 

分 类 号：G410[文化科学—教育学]