哲学视域下教师发展的德性存在、构成与实践  

Moral Existence,Composition and Practice of Teacher Development from a Philosophical Perspective

作　　者：石双华[1] SHI Shuanghua(Faculty of Ideological,Political Education and Moral Education,Beijing Institute of Education,Beijing 100011,China)

机构地区：[1]北京教育学院思想政治教育与德育学院,北京100011

出　　处：《教师发展研究》2024年第2期20-25,共6页Teacher Development Research

基　　金：北京教育学院重点关注课题“新时代北京市中小学思政课建设中的教学路径与策略研究”(ZDGZ2023-01)。

摘　　要：教师德性是教师发展内在、自主的驱动力量,是教师得以实现持续性发展的逻辑起点。这一德性存在根植于关系视域,以教师的社会性存在为基础,呈现为人与物的关系、人与人的关系。教师在发展过程中要具有时代性的德性知识、审辩性的德性能力、超越性的德性信仰。只有在人自觉、对象性的活动中,综合性的德性品格才会生成,因此还要关注教师发展的德性实践,了解教师生活活动样态中内在善的生成与外在善的实现。只有在哲学视域下建构起对教师德性的存在、构成和实践的整体逻辑认知,才能促进教师发展的自主和持续性发生。Teacher′s morality is the internal and autonomous driving force for teacher development,and is the logical starting point for teacher′s sustainable development.This moral existence is rooted in the perspective of relationships,based on the social existence of teachers,and presents as the relationship between people and things,as well as the relationship among people.Teachers should possess contemporary moral knowledge,critical moral ability,and transcendent moral beliefs in their development.Only in the conscious and objective activities of humans can comprehensive moral character be generated.Therefore,it is necessary to pay attention to the moral practice of teacher development,understand the generation of internal goodness and the realization of external goodness in teachers′life activities.Only by constructing a holistic logical understanding of the existence,composition,and practice of teacher′s morality from a philosophical perspective can we promote the autonomy and sustainability of teacher development.

关 键 词：教师发展 教师德性 主体精神 

分 类 号：G451.6[文化科学—教育学]