教师公正的理论内涵、价值意蕴及实践理路  

Theoretical Connotation, Value Implication and Practical Rationale of Teacher Justice

作　　者：吕晨晨 Lü Chenchen(School of Marxism,Hohai University,Nanjing,Jiangsu,211100,China)

机构地区：[1]河海大学马克思主义学院,江苏南京211100

出　　处：《教育与教学研究》2022年第9期54-66,共13页Education and Teaching Research

基　　金：国家社科基金一般项目“近代社会转型期国民人格塑造问题研究”(编号:16BZX111)。

摘　　要：教师公正理应成为师生关系中教师对待学生的行为规范、内在稳定的道德品质、为人处世的高尚境界,包括对学生的一视同仁、平等对待、因材施教,合理分配教育活动中的教育资源,以及如何分配的标准。但是,即使教师无所偏私地关爱学生,尊重学生自身条件因材施教,也不能涵盖教师公正的所有内涵。在复杂的教育情境中,教师要想真正秉持公正的精神,还要把握好平等对待与因材施教相统一、尊重差异与严格要求相统一、公正与仁爱相统一。Teacher justice should be the behavioral norm for teachers to treat students, the inherently stable moral quality, and the noble way of dealing with students in the teacher-student relationship, including equal treatment of students, fair treatment to students, teaching students according to their aptitude, rational allocation of educational resources in educational activities, and the criteria of how to assign.However, even if teachers care about students impartially and respect their own conditions to teach them in accordance with their aptitude, they cannot cover all the connotations of teachers’ justice.In a complex educational situation, if teachers want to truly uphold the spirit of justice, they must also grasp the unity of equal treatment and teaching students in accordance with their aptitude, respect for differences and strict requirements, and justice and benevolence.

关 键 词：教师 公正 教师公正 教育公正 

分 类 号：G45[文化科学—教育学]