教育现象学审视下教师教学敏感的意涵、价值及其实现  

The Significance,Value and Realization of Teachers’Teaching Sensitivity under the Phenomenology of Education

作　　者：付光槐 彭玉青 FU Guang-hua;PENG Yu-qing(College of Educational Sciences,Hubei Normal University)

机构地区：[1]湖北师范大学教育科学学院,湖北黄石435002

出　　处：《教育理论与实践》2024年第1期37-42,共6页Theory and Practice of Education

基　　金：2023年度国家社会科学基金教育学一般项目“教育数字化赋能教师教育课程转型发展研究”(项目编号:BIA230188)的研究成果。

摘　　要：教育现象学以注重体验现实生活,关注教育情境,强调他者性的体验等为出发点和归宿,为教学敏感提供了理论诠释的基础。从教育现象学的角度出发,教学敏感源于体验儿童的现实生活,既是一种情境性的智慧行动,又是一种他者性的实践能力。教育现象学视域下,教师教学敏感的目的是指向儿童成长,动力是教师对学生的情感,归宿是引导学生构建人生意义,关键在于教师置悬已有观念。教育现象学视域下,教学敏感的生成需要教师加强教育生活体验,关注教育情境的复杂性与多变性,通过实践中的反思唤醒自身的爱与智慧。Phenomenology of education takes the experience of real life,the educational situation and the experience of otherness as its starting point and end result,and provides a theoretical explanation basis for teaching sensitivity.From the perspective of educational phenomenology,teaching sensitivity comes from the experience of children’s real life,which is not only a situational wisdom action,but also a practical ability of otherness.From the perspective of phenomenology of education,the aim of teachers’teaching sensitivity is children’s growth,the driving force of teachers’teaching sensitivity is teachers’feelings towards students,the end result of teachers’teaching sensitivity is leading students to construct the meaning of life,and the key to teachers’teaching sensitivity is teachers’suspense of existing ideas.From the perspective of educational phenomenology,the generation of teaching sensitivity requires teachers to strengthen the experience of educational life,pay attention to the complexity and variability of educational situations,and awaken their love and wisdom through reflection in practice.

关 键 词：教育现象学 教师教学敏感 专业意识 教学情境 教育生活体验 

分 类 号：G451.2[文化科学—教育学]