“严师出高徒”辨析——兼论新时代“严师”形象重塑  

“A Strict TeacherProducesExcellent Students”: On the Reconstruction of the Image of “Strict Teacher” in the New Period

作　　者：班振 刘洋 BAN Zhen;LIU Yang(School of Teacher Development,Chongqing University of Education,Chongqing 400065,China;Chongqing Experimental High School,Chongqing 401312,China)

机构地区：[1]重庆第二师范学院教师教育学院,重庆400065 [2]重庆市实验中学校,重庆401312

出　　处：《教师教育学报》2023年第1期81-90,共10页Journal of Teacher Education

基　　金：重庆市社会科学规划项目“新时代全科教师跨学科教学素养培育研究”(2022NDYB123),项目负责人:班振。

摘　　要：“严师出高徒”作为传统的教育观念具有深刻的教育意蕴。随着社会发展,“严师”与“高徒”指称的对象出现泛化,人们对“严师出高徒”的理解也出现分歧。对这一传统教育观念应当从正题“严师可以出高徒”、反题“严师不能出高徒”、合题“严师出高徒讲究条件”这三个方面进行辩证分析。“严师是否能出高徒”受教育复杂系统诸要素影响,主要由教师、学生和教育环境等内外因素共同决定,并不是仅仅由教师这一因素决定。教师是否称得上真正的严师,是有一定的标准和要求的。由于种种原因,教育实践中存在错误理解“严师”以及“严师”式微的问题。因此,“严师出高徒”需要得到合理阐释,以重塑“严师”形象。新时代“严师”形象的重塑应注重四个方面:一是“严而有德”,不断修炼完善教师自身德行,以身作则,严于律己,成为学生的榜样,严格管教学生;二是“严而有据”,依据教育法律法规,敢于管教学生,管教学生有理有据;三是“严而有情”,培养教育情怀,树立教育信念,增强教师责任感,主动管教学生,积极引导学生;四是“严而有法”,将理论与实践相结合,学会管教学生,真正落实立德树人的根本任务。As an educational saying or proverb, the traditional teaching concept of “a strict teacher produces excellent students” has profound educational implications. With the development of society, the referents of “a strict teacher” and “excellent students” appear to be generalized. At the same time, there are also differences in people’s understanding of “a strict teacher produces excellent students”. In this regard, we should dialectically understand the concept of this famous educational maxim from three aspects: the main topic of “a strict teacher can produce excellent students”,the antithesis of “a strict teacher cannot produce excellent students”,and the joint topic of “a strict teacher can produce excellent students depending on conditions”. Whether a strict teacher can produce an excellent student is affected by various elements of the complicated educational system. Of course, this mainly depends on teachers, students and educational environment, and“a teacher” is not the only element. As far as the conditions of teachers are concerned, there is a standard for whether they can be considered as real strict teachers, without“unreasonable strictness” and “blind teaching”. For various reasons, there are many misunderstandings of the meaning or implication of “a strict teacher” in reality, as well as problems of insinuating the declining of strict teachers. Therefore, it is necessary to explore the reasonable requirements for strict teachers. The idea that “a strict teacher produces excellent students” needs to be interpreted reasonably to reshape the image of “strict teachers”. The reconstruction of the image of “strict teacher” should focus on four aspects. First, the teacher should be strict with self-discipline and virtue.Second, the teacher should bestrict and moderate, which refers to disciplining students according to educational laws and regulations. Third, the teacher should be strict and compassionate. This is rooted in morality and faith, which e

关 键 词：“严师出高徒” 师生关系 严师形象 立德树人 教师发展 

分 类 号：G451[文化科学—教育学]