教师伦理主体的重构策略及价值意蕴  

Reconstruction Strategies and Value Implications of Teachers'Ethical Subjects

作　　者：甘益慧[1] 叶蔼瑜 GAN Yihui;YE Aiyu(Foshan Polytechnic,Foshan 528137,Guangdong)

机构地区：[1]佛山职业技术学院,广东佛山528137

出　　处：《湖南工业职业技术学院学报》2024年第5期76-81,共6页Journal of Hunan Industry Polytechnic

基　　金：广州市哲学社会科学发展十四五规划2022年度项目“主体间性视阈下流动儿童教师课堂软暴力矫正策略研究”(项目编号:2022GZGJ146)。

摘　　要：教师主体嬗变大致经历了彰显、退隐和重构三个基本阶段,三者分别具有遮蔽他者、同一他者、使他者得到澄明的特征。教师伦理主体的重构策略包括:不断生成和丰富教学内容,师生开展真正意义上的对话,创设与他者共存的教学共生体。教师伦理主体的价值意蕴包括:以他性为标准,促进学生个性发展;以责任为核心,提升教师自身价值;以伦理为首要原则,构建共生型师生关系。The evolution of the teacher subject has generally undergone three basic stages:manifestation,retreat,and reconstruction,which have the characteristics of the occlusion of the other,the homogenization of the other and the clarity to the other clear.The strategies for reconstructing the teachers'ethical subject encompass:continuously generating and enriching teaching content;engaging in genuine dialogue between teachers and students;and fostering a teaching symbiosis that coexists harmoniously with the other.The value implications associated with the reconstruction of the teachers'ethical subject encompass:fostering the individual development of students with otherness as a guiding principle;enhancing the self-worth of teachers with responsibility as a core value;and constructing a symbiotic teacher-student relationship with ethics as the primary principle.

关 键 词：伦理主体 重构策略 价值意蕴 

分 类 号：G71[文化科学—职业技术教育学]