教师尊严的认知偏差及矫正  

Cognitive Bias and Correction of Teachers Dignity

作　　者：许永刚[1] XU Yong-gang(Department of Education,Jinzhong Teachers College,Jinzhong 030600,China)

机构地区：[1]晋中师范高等专科学校教育系,山西晋中030600

出　　处：《林区教学》2021年第3期107-111,共5页Teaching of Forestry Region

基　　金：2017年度山西省教育科学规划课题“山西左权县农村小学教师队伍现状、问题与对策研究”(GH-17153);2018年度山西省高等学校哲学社会科学研究项目“高职高专教师尊严的维护与提升”(201805044)的研究成果;2019年山西省软科学研究计划项目“山西贫困县农村小学教师队伍的问题与对策”(2019041006-2)的阶段性成果。

摘　　要：教师对教师尊严的认知偏差是导致教师尊严逐渐式微的一个重要原因。当前对教师尊严的认知偏差有:过度重视外在他人的给予;过度追求经济收入的提高;教师尊严是一种普遍性尊严。对教师尊严的正确认知应是:教师尊严是自尊与尊重的统一;教师尊严的获得在于对教育使命的坚守;教师尊严是一种获得性与差异性尊严。The cognitive bias of teachers dignity is one of the important reasons for the gradual decline of teachers dignity.At present,there are some cognitive biases about teachers dignity:overemphasizing the giving of others;excessive pursuit of economic income;taking teachers dignity as a kind of universal dignity.The correct cognition of teachers dignity should be:teachers dignity is the unity of self-respect and respect;the acquisition of teachers dignity lies in their adherence to the mission of education;teachers dignity is a kind of acquired and differential dignity.

关 键 词：教师尊严 认知偏差 矫正 

分 类 号：G451[文化科学—教育学]