伦理关系视域下教学冲突的产生及其应对  

Emergence and Response to Teaching Conflicts from the Perspective of Ethical Relations

作　　者：马季 MA Ji(School of Preschool Education,Hebei Normal University)

机构地区：[1]河北师范大学学前教育学院,河北石家庄050024

出　　处：《教育理论与实践》2021年第10期61-64,共4页Theory and Practice of Education

基　　金：河北师范大学人文社会科学基金资助项目“新时代教师责任伦理培育研究”(项目编号:S2020B043)的研究成果。

摘　　要：教学冲突不是教师可以有效规避的教学问题,而是教学过程中的确定性组成部分。教学冲突是教师与冲突各方在对教学的价值认识上存在偏颇或在角色期待上不符合既定的标准而导致的相互对抗,教师与学生、教师与同事以及教师与家长之间的冲突是其主要的表现形式。教学冲突既有现实的危害性,也蕴含一定的教育价值。教学冲突妨碍教学的正常开展,但冲突的破解也可成为推进教学持续性发展的积极因素。教学冲突的有效应对,既需要教师自身增强接纳教学冲突的勇气、提升应对教学冲突的能力,也需要教育行政部门建立处置教学冲突的规范制度。Teaching conflicts are not teaching problems that teachers can avoid effectively,but deterministic parts of the teaching process.Caused by the bias in the understanding of the teaching values or the failure to meet the established standards in the role expectations,teaching conflicts are the conflicts between teachers and conflicting parties.The main manifestations are the conflicts between teachers and students,teachers and colleagues,and teachers and parents.Teaching conflicts contain some educational values besides being harmful to the reality.They will hinder the normal teaching process,but their resolution can also be a positive factor to promote the sustainable development of teaching.Effective response to teaching conflicts requires teachers to improve their courage to embrace teaching conflicts and enhance their ability to deal with teaching conflicts.Meanwhile educational administrative departments need to establish a standard system to deal with teaching conflicts.

关 键 词：教学冲突 教师与学生 教师与同事 教师与家长 接纳勇气 应对能力 规范制度 

分 类 号：G420[文化科学—课程与教学论]