论教学“去关怀”现象及其克服  

On the Phenomenon of“Decaring”in Teaching and Its Overcoming

作　　者：伊娟 徐继存 高嵩 YI Juan;XU Ji-cun;GAO Song(Faculty of Education,Shandong Normal University)

机构地区：[1]山东师范大学教育学部,山东济南250014

出　　处：《教育理论与实践》2024年第7期45-51,共7页Theory and Practice of Education

基　　金：教育部新文科项目“乡村振兴背景下地方高师院校教师教育协同育人改革研究与实践”(项目编号:855)的阶段性研究成果。

摘　　要：教学关怀是教师在教学目标设计、教学内容组织、教学方法选择过程中对学生发展给予关爱情感的行为,内含着教师与学生情感互通关系的双向建构。然而,以忽视学生发展的推断需要、敷衍学生发展的明示需要为表征的教学“去关怀”现象导致了教师职业情感消退,学生学习思维趋同,师生交往关系紧张。基于社会学中“现代性”的相关理论来看,当代功利主义的干预、技术理性的宰制、教育权威的异化成为这种现象萌生、发展的温床。教学关怀的回归亟待孕育教学情感,唤醒关怀情意;健全教学理性,理清关怀需要;开展教学对话,构建关怀关系。Teaching care is teachers’behavior of caring for students’development in the process of teaching goal design,teaching content organization and teaching method selection,which means the two-way construction of the emotional communication between teachers and students.However,the phenomenon of“decaring”in teaching,which ignores the inferred needs of students’development and brushes off the explicit needs of students’development,has led to the fading of teachers’professional emotions,the convergence of students’learning and thinking,and the tension between teachers and students.Based on the relevant theory of“modernity”in sociology,we can find that the intervention of contemporary utilitarianism,the control system of technical rationality,and the alienation of educational authority have become the hotbeds for the initiation and development of this phenomenon.Therefore,to achieve the return of teaching care,it is urgently necessary to increase the teaching emotions and appreciate the teaching care,make perfect the teaching rationality and make clear the caring need,and carry out the teaching dialogue and construct the caring relationship.

关 键 词：教学关怀 “去关怀”现象 教学情感 教学理性 教学对话 

分 类 号：G420[文化科学—课程与教学论]