理解学生:符号伦理意蕴及其实现路径  

Understanding Students:The Significance of Ethical Symbols and Paths to Implementation

作　　者：郑航[1] 牛炅 ZHENG Hang;NIU Jiong

机构地区：[1]华南师范大学教育科学学院,广东广州510631

出　　处：《天津市教科院学报》2024年第4期9-17,共9页Journal of Tianjin Academy of Educational Science

基　　金：2024年广东省哲学社会科学规划项目“中国式现代化推进中基于校家社协同的公平正义观培育机制研究”(GD24CJY22)。

摘　　要：教育是一种特殊的交往实践。理解学生既是教育交往得以展开的前提,也是教育交往中师生对话的关键所在。以符号伦理学的角度审视,理解学生的符号伦理意蕴在于:理解学生是对教育交往中学生交往符号的意义阐释,是对学生精神世界的关怀,是面向学生(他者)的责任担当。实践中,教师在理解学生方面存在诸多不当,集中表现在忽视符号之于学生个体的“感官意义”差异,漠视学生作为符号表达者的“意愿意义”,轻视符号活动中“道德意义”显现的复杂性,等等。从有利于促进和实现教育交往出发,教师要真正做到理解学生,必须充分关注教育交往中理解学生的符号伦理意蕴,通过关怀式倾听、负责任回应、允许性沉默等促进自身对学生的理解,从而担负起教师作为伦理主体的责任。Education is a special form of interpersonal practice.Understanding students is not only the prerequisite for educational interactions,but also the key to teacher-student dia-logue.From the perspective of semioethics,understanding students means interpreting the sym-bolic meanings in educational interactions,caring for students′spiritual worlds,and taking re-sponsibility as educators facing others.In educational practices,teachers often fail to properly understand students,which includes ignoring the′sensory meaning′differences between symbols,neglecting the′intentional meaning′of students as symbol communicators and individual students,and underestimating the complexity of′moral meaning′in symbolic activities.To effec-tively facilitate and realize educational interactions,teachers must fully consider the semioethics involved in understanding students.By promoting understanding through caring listening,respon-sible responses,permissive silence,teachers can fulfill their responsibilities as ethical subjects.

关 键 词：理解学生 教育交往 符号伦理学 他者伦理 

分 类 号：G40-059.1[文化科学—教育学原理]