教师自我同情:本质探询与实践路径  

On Teachers'Self-compassion:Essence Exploration and Practice Path

作　　者：王慧妹 傅淳华 Wang Huimei;Fu Chunhua

机构地区：[1]北京科技大学马克思主义学院,北京100083 [2]中央民族大学教育学院,北京100081

出　　处：《教育学术月刊》2024年第1期33-40,共8页Education Research Monthly

基　　金：国家社会科学基金2021年度教育学一般课题“教师道德情感的发生机制与培育模式研究”(编号:BEA210107)。

摘　　要：教师自我同情不仅可使教师摆脱痛苦,也可引领教师过上道德生活。而理想的、完备的教师自我同情,则由自我友善、共同人性、正念觉察等多维构成。但在教育情境中,教师自我同情难免也会面临诸多的实践阻抑,涉及教育文化、学校组织及个体素养等多方面。为护佑教师自我同情实践的进步,可诉诸主体建构、教育支持、文化保障等多方面的合力。Teachers’self-compassion can not only free teachers from suffering,but also lead them to live a moral life.An ideal and complete teacher’s self-compassion is composed of multiple dimensions such as selffriendliness,common humanity,and mindfulness.However,in the educational context,teachers’self-compassion inevitably faces many practical obstacles,involving educational culture,school organization,and individual quality.In order to protect the progress of teachers’self-compassion practice,it is suggested to resort to the joint efforts of subject construction,educational support,and cultural guarantee.

关 键 词：教师 专业发展 痛苦 同情 自我同情 

分 类 号：G40-02[文化科学—教育学原理]