哈贝马斯交往行为理论视域下大学生情感教育的困境与突破探微  

Exploration of the Dilemmas and Breakthroughs of Emotional Education for College Students from the Perspective of Habermas'Theory of Communicative Behavior

作　　者：周珍帆 Zhou Zhenfan(School of Marxism,Guizhou University of Finance and Economics,Guiyang 550025,China)

机构地区：[1]贵州财经大学马克思主义学院,贵州贵阳550025

出　　处：《成才之路》2024年第23期61-64,共4页Way of Success

摘　　要：大学生情感教育是高校思政教育的重要组成部分,在为社会培养具有完善人格的接班人中扮演着重要角色。在正确理解、合理阐释哈贝马斯交往行为理论及其视域下大学生情感教育的内涵的基础上,在交往行为理论视域下审视大学生情感教育的现状,可以发现:在工具理性主导、角色认知偏差、情感教育理论化、教师关注点偏移四种现象中,大学生情感教育依次呈现出语言符号异质、主体间性缺乏、去生活化显现、相互理解难以达成四重困境。交往行为理论视域下大学生情感教育的四重困境突破,需要从营造良好环境、重塑角色认知、立足现实问题、合理安排教学机制四个方向进行探索。Emotional education for college students is an important component of ideological and political education in universities,playing an important role in cultivating successors with perfect personalities for society.On the basis of a correct understanding and reasonable interpretation of Habermas's theory of communicative behavior and the connotation of emotional education for college students from its perspective,examining the current situation of emotional education for college students from the perspective of communicative behavior theory,it can be found that among the four phenomena of instrumental rationality dominance,role cognitive bias,theorization of emotional education,and teacher focus shift,emotional education for college students presents four dilemmas in sequence:heterogeneity of language symbols,lack of intersubjectivity,manifestation of de life,and difficulty in achieving mutual understanding.The breakthrough of the four dilemmas in emotional education for college students from the perspective of communicative behavior theory requires exploration from four directions:creating a good environment,reshaping role cognition,focusing on practical problems,and arranging teaching mechanisms reasonably.

关 键 词：哈贝马斯 交往行为理论 情感教育 营造环境 角色认知 教学机制 

分 类 号：G641[文化科学—高等教育学]