教师关怀:双重内涵、状态要素及实现路径  

Teacher Care:Dual Connotation,State Elements,and Realization Paths

作　　者：张夏青[1] ZHANG Xia-qing(School of Education Science,Shanxi University)

机构地区：[1]山西大学教育科学学院,山西太原030006

出　　处：《教育理论与实践》2024年第25期35-41,共7页Theory and Practice of Education

基　　金：全国教育科学“十四五”规划2022年度教育部重点课题“青少年价值观教育中的意志薄弱及其应对研究”(课题批准号:DAA220431)的研究成果。

摘　　要：当技术力量从外部不断形塑教育时,教师关怀却很难由技术或机器来取代,因为教师关怀不是一套具体的行为方式,教师关怀是教师的存在状态。教师关怀描述的是教师职业活动的独特意向性,即教师“对……在意”的内在意识及意识活动过程。教师关怀内蕴着教师关怀对象,教师关怀为教师关怀行为奠基。教师关怀状态包含三个要素:看见、接受和回应。看见是教师意识对关怀对象的意向性建构;接受是教师意识对关怀对象的根本态度;回应是教师意识对关怀对象做出的无声承诺。实现教师关怀的可能路径有三:一是保持敏感;二是敞开胸怀;三是承担责任。While technological forces continue to shape education from the outside,teacher care is difficult to be replaced by technology or machines,because teacher care is not a specific set of behaviors.Teacher care is a state of existence of teachers.Teacher care describes the unique intentionality of teachers,that is,the internal consciousness and the process of conscious activities of teachers’“caring about...”.The objects of teacher care are inherent in teacher care which is the basis for teachers’caring behavior.Teacher care consists of three essential factors:seeing,accepting,and responding.Seeing is the manifestation of the caring objects in the teachers’consciousness.Accepting is the attitude of teachers’consciousness towards caring objects.And responding is a silent promise made by teachers’consciousness to the caring objects.There are three possible ways to achieve teacher care:being sensitive,being open,and shouldering responsibilities.

关 键 词：教师关怀 教师关怀对象 教师关怀行为 看见 接受 回应 

分 类 号：G451.2[文化科学—教育学]