“道家式教师”:缘由、内涵与本土探索方法  

“Taoist Teacher”:Origin,Connotation and Domestic Research Methods

作　　者：刘峻杉[1] 孙钰欣 LIU Junshan;SUN Yuxin(College of Elementary Education,Capital Normal University,Beijing 100048,China)

机构地区：[1]首都师范大学初等教育学院,北京100048

出　　处：《河北师范大学学报（教育科学版）》2024年第1期48-54,共7页Journal of Hebei Normal University(Educational Science)

基　　金：国家社会科学基金教育学一般课题“中国传统核心价值观与当代德育的共鸣融合”(BEA170110)。

摘　　要：“道家式教师”是近30年来西方学者提出和使用的概念。它是道家思想在教师形象和行为上的反映。在已有研究中,“道家式教师”的特点主要体现在能够以“静”守住教师人格和身份的“本真”,以“接纳”带来对全体学生的“包容”,以“无为”开展自然流动式的教学。对“道家式教师”进行本土探索和现代转化需要以研究方法上的思考为前提,注重从先秦道家经典中探索“道家式教师”的理论原型,通过理论比较来构建其现代教育场域中的概念内涵,并以实证研究来探索其可行性,这有助于这个概念在构建中国式现代化教育的过程中发挥出更大的理论和实践力量。“Taoist teacher”is a concept put forward and used by Western scholars in the last 30 years,through which Taoist thought is reflected in teachers’image and behavior.In the existing studies,the“Taoist teacher”manifests the following characteristics.He holds on to a teacher’s authentic identity and personality with“silence.”He embraces all students with“acceptance.”He carries out teaching in its natural flow with“inaction.”Further domestic research and the modern transformation of the“Taoist teacher”should be premised on methodological reflection.Attention should be paid to exploring the theoretical prototype of the“Taoist teacher”from the pre⁃Qin Taoist classics,constructing its conceptual connotation in the modern education field through theoretical comparisons,and exploring its feasibility through empirical research,which should help this concept to exert greater theoretical and practical influence on Chinese modern education.

关 键 词：道家思想 “道家式教师” 本土探索 现代转化 中华优秀传统文化 

分 类 号：G529[文化科学—教育学]