“关怀教学”的功能与机制  

On Function and Mechanism of Caring Instruction

作　　者：龚孟伟[1,2] 陶蕾[1] 

机构地区：[1]淮南师范学院文化创意与传播学院,安徽淮南232001 [2]南京师范大学教育科学学院,江苏南京210097

出　　处：《湖南第一师范学院学报》2016年第2期27-33,共7页Journal of Hunan First Normal University

基　　金：2014年淮南师范学院科学研究重点项目(2014xj01zd)

摘　　要：关怀教学是以关怀伦理为基础,以理解、尊重、平等、责任和爱为价值导向,以追求共同发展为旨归的一种教学形态。关怀教学的功能主要包括三个方面:传递文化、建构师生的生命世界与精神世界;涵养教学主体的品质,完善师生的人格;提高教学质量,实现教学生活的优化。关怀教学机制包括三种:心理机制、文化机制和活动机制。只有灵活运用关怀教学的机制,发挥关怀教学的功能,关怀教学实践才能真正高效和优质。As a kind of teaching form, caring instruction is based on the ethics of care. Its value orientations advocate understanding, respect, equality, responsibility and love, and its purport pursues common development. The function of caring instruction mainly includes three aspects： transmission of culture, and constructing the teachers,and students,life world and spiritual world; conserving the quality of teaching subject, improving the teachers and students＇ personality; improving the quality of teaching, optimizing the teaching life. Caring mechanism includes three kinds：psychological mechanism, culture mechanism and activity mechanism. Only by flexibly utilizing the mechanism of caring instruction, playing the caring instruction function, can caring instruction practice be truly efficient and superior.

关 键 词：关怀教学 功能 机制 

分 类 号：G420[文化科学—课程与教学论]