教育现象学中“学生”身份的认知与再表征  

Cognition and Re-representation of “Student” Identity in Educational Phenomenology

作　　者：李雪皎 李阳 王晶晶 LI Xuejiao;LI Yang;WANG Jingjing(Shool of Teacher Education,Yuxi Normal University,Yuxi,Yunnan 653100;School of Education,Northwest Normal University,Lanzhou,Gansu 730070)

机构地区：[1]玉溪师范学院教师教育学院,云南玉溪653100 [2]西北师范大学教育学院,甘肃兰州730070

出　　处：《玉溪师范学院学报》2022年第1期98-102,共5页Journal of Yuxi Normal University

基　　金：云南省教育科学规划(高等学校教师教育联盟)教师教育专项课题“教育神经科学视域下的边疆小学教师培养”(立项编号:GJZ2013)。

摘　　要：“学生”是教育研究中的一个重要对象,要理解教育就必须对“学生”身份有正确的认识。在教育现象学中,学生既是生物的人,也是社会的人和精神的人,其生物性体现为可见的身体和不可见的显像为心绪特征的身体;社会性体现为意向性情感行为,即人与人之间通过在客体之上的情感体验而构成相合关系;精神性体现为平等的、亲密的关系。教育现象学学生身份的认知不仅为我们理解“教育回到其本身”有助益,也对教师教育者如何让师范生持有正确的学生观有很大的启发性。“Student” is an important object in educational research. To understand education, we must have a correct understanding of the identity of “student”. In educational phenomenology, students are not only biological people, but also social and spiritual people. Their biological nature is embodied in visible bodies and invisible bodies characterized by mood;Sociality is embodied in intentional emotional behavior, that is, people form a consistent relationship through emotional experience on the object;Spirituality is embodied in equal and intimate relationships. The cognition of student identity in educational phenomenology is not only helpful for us to understand “education returning to itself”, but also enlightening for teachers and educators on how to make normal students hold a correct view of students.

关 键 词：教育现象学 “学生”身份 认知 教师教育者 

分 类 号：G645[文化科学—高等教育学]