论教师偏见及其规避  

On Teacher’s Prejudice and Its Avoidance

作　　者：张兰婷 周海银 ZHANG Lan-ting;ZHOU Hai-yin(Faculty of Education,Shandong Normal University,Jinan 250014,Shandong)

机构地区：[1]山东师范大学教育学部,山东济南250014

出　　处：《当代教师教育》2021年第4期69-75,共7页Contemporary Teacher Education

摘　　要：教师偏见是指教师在教学中由于缺乏事实依据而做出的错误判断并由此产生的喜欢或厌恶的情绪体验及其相应的行为表现。它源于教师个人性格、教师生活史及其教师内群体之中。通过教师的预先判断和过度概括两种思维机制得以真实发生。在教学现实中,教师对学生所表现的言语拒斥、设置的空间隔离及发起的实质攻击一定程度上都是教师偏见所引发的行为产物。如若回归教师教学的合理性与有效性,尽可能规避教师偏见所产生的负面影响,需要教师树立合理的偏见观并从养成教师宽容人格、加强师生有效沟通、培育教师理性三方面进一步规约教师行为。Teacher’s prejudice refers to the emotional experience of liking or disliking and its corresponding behavioral manifestations,which is resulted by teacher’s erroneous judgment without factual evidence. It stems from the personalities of teachers,their lifves,and within teacher’s ingroup. It occurs authentically through two mechanisms of teacher thinking: pre-judgment and overgeneralization. In pedagogical reality,the verbal rejection,spatial segregation,and substantive aggression that teachers exhibit toward students are,in part,the product of behaviors triggered by teacher’s prejudice. If to return to the rationality and effectiveness of teaching and avoid the negative effects of teacher’s prejudice as much as possible,it is necessary for teachers to establish a reasonable view of prejudice and further regulate teacher behavior in three ways: 1) being more tolerant,2) strengthening effective communication between teachers and students,3) cultivating teachers’ rationality.

关 键 词：偏见 教师偏见 思维机制 内群体 宽容人格 教师理性 

分 类 号：G42[文化科学—课程与教学论]