论小学教师的性别素养——基于小学教育中性别现象的思考  

On the Gender Literacy of Elementary School Teachers——Reflections Based on Gender Phenomena in Elementary Education

作　　者：李敏[1] Li Min(College of Elementary Education,Capital Normal University,Beijing 100037,China)

机构地区：[1]首都师范大学初等教育学院,北京100037

出　　处：《教育科学》2024年第2期67-73,共7页Education Science

基　　金：2019年教育部人文社科项目“小学教师德育素养的结构要素与培养机制研究”(项目编号:19YJA880023)。

摘　　要：我国小学教育中广泛存在着两种性别现象,一种是反映在教育教学中的性别差异现象,一种是小学女教师偏多的性别失衡现象。本研究通过揭示小学教育中客观存在的性别现象,超越生物本质视角与社会建构视角,回到教育自身来认识小学教育中的性别问题。基于此,本研究在小学教师专业伦理视域下提出小学教师应具备一定的性别素养,立足小学生的“向善性”、小学教师的“示范性”、小学教育的“发展性”,小学教师在教书育人的过程中应遵从性别敏感、性别公正、性别友好三项伦理原则。小学教师性别素养的伦理原则及教育价值可以帮助师生基于性别存在又超越性别存在,不断趋向教育之终极善,即“培养完整的人”这一育人目标。Two gender phenomena widely exist in elementary education in China, one is the gender differences manifested in education and teaching, and the other is the gender imbalance in elementary school characterized by a predominance of female teachers. This study revealed the gender phenomena objectively existing in elementary education, moving beyond the perspectives of biological essence and social construction, to understand gender issues from the standpoint of education itself. Based on this, the study proposes for elementary school teachers, from the perspective of professional ethics, that they should possess a certain level of gender literacy, grounded in the “innate goodness” of elementary school students, the “exemplary role” of teachers, and the “developmental nature” of elementary education. Furthermore, elementary school teachers should adhere to three ethical principles during the process of teaching and educating, including “gender sensitivity”, “gender fairness”, and “gender friendliness”. The ethical principles and educational values of gender literacy for elementary school teachers can help teachers and students to build on and transcend their gender existence, and to continually move towards the ultimate good of education, which is to “cultivate a complete person” as the goal of education.

关 键 词：小学教师 性别现象 性别素养 

分 类 号：G451.6[文化科学—教育学]