教师“反教育行为”:概念释义、问题检视与治理方略  

Teachers'Anti-educational Behavior:Conceptual Interpretation,Problem Inspection and Governance Strategy

作　　者：史吉海 史华楠[1,2] SHI Jihai;SHI Huanan(School of Education Science,Yangzhou University,Yangzhou 225002,China;Rural Education Research Center of China,Yangzhou University,Yangzhou 225002,China;Pre-school and Special Education Research Center,Binzhou Institute of Education Science,Binzhou 256602,China)

机构地区：[1]扬州大学教育科学学院,江苏扬州225002 [2]扬州大学中国乡土教育研究中心,江苏扬州225002 [3]滨州市教育科学研究院学前与特殊教育研究中心,山东滨州256602

出　　处：《教师教育学报》2024年第5期70-80,共11页Journal of Teacher Education

基　　金：国家社会科学基金教育学一般课题“‘反教育行为’的多元治理研究”(BGA200056),项目负责人:史华楠。

摘　　要：教师“反教育行为”是发生在教师身上的一种远离教育本质、偏离社会主义核心价值观、对学生身心发展产生消极作用的偏差与失范行为。教师“反教育行为”在教育实践中呈现出失真、失当、失误的行为特征,主要表现为教师职业角色异化、社会责任意识缺失、教育本来面目被改写、正常师生关系被扭曲。对教师“反教育行为”进行纠偏和校正,是教育治理体系现代化建设的具体体现,是回归教育本质的内在要求,也是教育强国建设的必然选择。为此,教师“反教育行为”的治理在治理理念上应坚持立德树人,还教育以本来面目;在治理向度上应从教师“反教育行为”的成因发掘中寻求新视角,从“促进教育回归本质”的价值认同中找寻因变量,从“多元共治”模式的建构中探索契合点;在治理进路上应从“有效性治理”中细化目标定位,从“协同性治理”中调配主体合作,从“复杂性治理”中加强统筹互动;在治理策略上应以“元治理”“自组织”“参与式”“法治化”运行机制为依托,着力探索“多元主体协同共治”模式。这既是对传统单一治理方式的理论突破,也是对教师“反教育行为”治理“中国道路”的实践探索与创新。The“anti-educational behavior”of teachers is a deviation or departure of teachers'behavior from the education essence,the deviation from the core educational values with a negative effect on the physical and mental development of students.Such behavior presents distorted,inappropriate,and erroneous characteristics in educational practice,which are mainly manifested as alienation of professional role,lack of social responsibility,rewriting of the original nature of education,and distortion of normal teacher-student relationship.Correcting and rectifying such behavior is the concrete embodiment of the modernization of education governance.It is not only the inherent requirement of returnning to the nature of education,but also the inevitable choice of building a strong country in education.Therefore,in terms of governance,it is necessary to seek a new perspective from the exploration of the causes of teachers'anti-educational behavior,find the dependent variables from the value identification of“promoting education to return to the origin”,and explore the convergence point from the construction of the“multiple co-governance”model.In the process of governance,we should refine the target positioning in“effective governance”,deploy the main body cooperation in“collaborative governance”,and coordinate the interactive operation in“complexity governance”.In terms of governance strategies,we should strive to explore the“multi-subject co-governance”model,relying on the mechanism of“meta-governance”,“self-organization”,“participation”and“rule of law”.This is not only a theoretical breakthrough to the traditional governance mode,but also a practical exploration and innovation of the“Chinese way”of teachers'the“anti-educational behavior”governance.

关 键 词：教师“反教育行为” 教师角色异化 回归教育本质 立德树人 多元共治 

分 类 号：G451[文化科学—教育学]