教师之善:本质特征、实践偏差及其完整实现  

Teacher Goodness:Essential Characteristics,Practical Deviation and Complete Realization

作　　者：蔡辰梅[1] Cai Chenmei(Guangzhou university)

机构地区：[1]广州大学教育学院

出　　处：《当代教育科学》2021年第8期19-27,共9页Contemporary Education Sciences

基　　金：国家社会科学基金“十三五”规划2017年度教育学一般课题“社会转型进程中教师道德的关系性断裂及其重建”(项目编号:BEA170109)的研究成果之一。

摘　　要：社会转型和教育发展正挑战和改变着既有观念,教师之善探讨和回答的是"何为好老师"的基础性教育问题。教师之善的本质特征体现在其作为专业之善、关系之善、主体之善和实践之善的存在。现实教育中,存在着教师之善专业本质模糊、关系立场错位、主体判断阻抑以及实践高格失落等偏差性问题。为此,教师之善的完整实现首先需要重构"教师之善"的健全观念,关键在于主体自我的建构以及专业支持体系的形成,此外还需建立制度保障系统,以制度之善成就教师之善。Social transformation and educational development are a challenging and changing the ideas.Teacher goodness is just the answers of basic education question of"what is a good teacher".The essential characteristics of teacher goodness are embodied in their existence as professional goodness,relationship goodness,subject goodness and practice goodness.In real education,there are some problems,such as the vagueness of teachers'goodness specialty,the dislocation of relationship position,the obstruction of subject judgment and the loss of practice.Therefore,we need to reconstruct the sound concept of"teacher goodness"that lies in the construction of the subject self and the formation of professional support system,and also needs to establish an institutional guarantee system to achieve teacher goodness through institutional goodness.

关 键 词：善 教师之善 教师专业道德 

分 类 号：G451[文化科学—教育学]