教育现象学视域下师范生教育情怀的养成及其践行  

The Generation and Practice of Normal Students'Educational Feelings from the Perspective of Phenomenological Pedagogy

作　　者：王萍[1] 林利民 WANG Ping;LIN Limin(Faculty of Education,Henan University,Henan 475004)

机构地区：[1]河南大学教育学部,开封475004

出　　处：《教育发展研究》2024年第17期67-74,共8页Research in Educational Development

基　　金：国家社会科学基金教育学一般课题“教育现象学视阈下师范生教育情怀培养研究”(BAA200029)的部分成果。

摘　　要：教育情怀是师范生获得职后专业成长的持续力量,也是师范生成长为优秀教师乃至教育家型教师的精神品性。教育现象学“回到实事本身的精神”“坚持教育实践性原则”“秉承人文主义教育观”的本体论、认识论、价值论,为师范生教育情怀的养成提供新的视域,即:回归生活体验,以境濡情;扎根教育实践,以行促情;传递教育经验,以情启情;立足理论建构,以理驭情。教育现象学视域下,师范生践行教育情怀则需具身感知,丰富个体教育情怀的实践体验;文本写作,增强个体教育情怀的心理体验;学习榜样,激发个体教育情怀的情感升华;课程修习,厚植个体教育情怀的理论自觉。Educational feelings are the continuous strength for the professional growth of normal students after they get their jobs,and also the spiritual character for normal students to grow into excellent teachers and even educators.The ontology.epistemology and axiology of phenomenological pedagogy,such as"returning to the spirit of the fact itself","adhering to the principle of educational practicality"and"adhering to the humanistic view of education",provide a new visual threshold for the generation of normal students'educational feelings,that is,returning to life experience and expressing feelings with the environment:take root in educational practice to promote emotion;transfer educational experience,to inspire feelings;based on theoretical construction,use reason to control emotion.

关 键 词：教育现象学 师范生 教育情怀 教育家精神 

分 类 号：G651[文化科学—教育学]