教师道德敏感性培育路径的新构想——来自西方描述视角的启示  

New Ideas of How to Cultivate Teachers' Moral Sensitivity——Implications of the Descriptive Conception in the West

作　　者：王夫艳[1] 

机构地区：[1]山东师范大学教育学院,山东济南250014

出　　处：《外国教育研究》2016年第2期72-82,共11页Studies in Foreign Education

基　　金：国家社会科学基金教育学青年课题"教师专业道德及其建构的理论与实践研究"(课题批准号:CEA110116);教育部人文社会科学重点研究基地重大项目"当前中国道德教育的困境与出路研究"(课题批准号:13JJD880004);山东师范大学教育学原理国家重点(培育)学科经费资助

摘　　要：道德敏感性是教师专业道德的重要构成要素。对教师道德敏感性的规范理解囿于道德规范的框架,视教师的道德敏感性为一种融合认知与情感的专业实践能力,并未能清晰地揭示教师道德敏感性发展的机理和过程。道德敏感性的描述理解基于道德化理论,客观描述个体对日常实践中道德问题的理解,构建了个体道德敏感性发展的四阶段模型:无道德化、为自我的道德化、为他人的道德化和道德化的公开表达。运用道德提升过程,教师道德敏感性培育路径的新构想如下:赋权予教师,提升教师的道德权威;打造专业实践社群,创建共享的道德愿景;探究关键道德事件,建构教师的道德身份。Moral sensitivity is an important component of teacher professional morali- ty. In a normative sense, teachers＇ moral sensitivity is a kind of professional competence in practical integrating cognition and affectivity confined in the codes of ethical conduct, which fails to explore how teachers＇ moral sensitivity develops. Based on the theory of mor- alisation, the descriptive conception of moral sensitivity prefers to describe personal percep- tions of moral issues in professional practice and propose the four stages of moralisation： no moralisation; moralisation for the self; moralisation for others; public expression of moraliza- tion. According to moral escalation, the new ideas of how to cultivate teachers＇ moral sensi- tivity are as follows ： improving teacher authority by empowering them, creating shared mor- al visions by building professional communities of practice and constructing teachers＇ moral identity by narrating critical incidents.

关 键 词：教师 道德敏感性 规范理解 描述理解 

分 类 号：G751[文化科学—教育学] G650