校园欺凌频发背景下学校德育生态系统中教师的应然取向  

Teachers' Value Orientation in the Moral Education Ecosystem under the Background of Campus Bullying

作　　者：周亚文[1] 刘济良[2] 

机构地区：[1]河南大学教育科学学院,河南开封475004 [2]河南大学教育改革与发展研究中心,河南开封475004

出　　处：《南阳师范学院学报》2017年第4期65-68,共4页Journal of Nanyang Normal University

基　　金：河南省哲学社会科学规划项目(201313JY012)

摘　　要：学校德育生态研究旨在用整体的德育生态观的关照德育中出现的问题,而在学校德育生态系统中,教师作为德育实施者,在整个教育教学过程中更应注意德育生态建构。基于当下校园欺凌频发的问题,教师在整个学校德育生态系统中的应然取向包括以下四点:一是教师把自身作为学校德育生态整体性的一部分,强调"身教";二是教师对学生生命性的关注:引导学生敬畏生命;三是教师应根据社会的发展和学生的变化而保持德育内容的动态性;四是教师要注意营造主体间性的师生关系与相互理解和尊重的生生关系。Research on the ecosystem of moral education on campuses is aimed at addressing morality-related prob-lems with reference to the overall concept of ecological moral education. As the promoters and executors of moral education, teachers should pay more attention to the ecological construction of morality in the whole process of their teaching. Against the backdrop of the frequent occurrences of campus bullying, the rational value orientation of teachers should include the following four points. First, as an integral part of the entire moral education ecosystem, teachers should teach by both precept and example, using their own words and deeds to exert favorable influences on their students. Second, teachers should emphasize life education, guiding students to respect life. Three, teach-ers should keep the contents of moral education dynamic in accordance to social development and the changes of the students. Fourth, teachers should pay attention to the construction of inter-subjective relationship between teachers and students and foster a healthy teacher-student relationship featuring mutual respect and mutual understanding.

关 键 词：校园欺凌 学校德育 德育生态系统 教师 

分 类 号：G40-012.9[文化科学—教育学原理]