基于实践理性的教师道德发展理路  

The Foundation and Pathway of Teacher Morality Development from the Perspective of Practical Rationality

作　　者：李方安 刘慧[2] LI Fang'an;LIU Hui(Elementary Education Curriculum Research Center,Qufu Normal University,Qufu,273165,China;Faculty of Teacher Education,Dezhou University,Dezhou,253023,China)

机构地区：[1]曲阜师范大学基础教育课程研究中心,曲阜273165 [2]德州学院教师教育学院,德州253023

出　　处：《全球教育展望》2024年第9期66-78,共13页Global Education

基　　金：国家社会科学基金2019年度教育学一般课题“高质量教育视域下师德养成的机制与路径研究”(项目编号:BEA190115)的研究成果之一。

摘　　要：教师道德发展离不开合理的理性范导。教师道德是指教师作为职业角色在其所关涉的教育关系和教育教学活动中应遵循的规范、准则和形成的道德品质的总和。教师道德作为教师把握教育世界的一种方式,展示了教师对教育和教师自身的理解,也展示了其作为教师的存在方式。实践理性是人对与世界关系“应如何”和人“应当怎么做”问题的观念掌握与解答。二者在目的旨趣、方法论、价值逻辑、发展根基、运行机制等方面具有内在的契合性。理性是主体的本质性力量,因此教师道德发展需要特别关注教师道德主体性的充分发展;基于实践理性的教师道德发展即是一个做“好老师”的过程,它是在教师朝向德性教育实践的过程中动态生成的。The development of teacher morality cannot be separated from the guidance of reasonable rationality.Teacher morality refers to the sum of the norms,standards,and moral qualities that teachers,as professional roles,should follow in their educational relations and educational teaching activities.Teacher morality is a way for teachers to grasp the educational world,which shows teachers'understanding of education and teachers themselves,and also shows their way of being as teachers.Practical rationality is man's conceptual grasp and solution to the question of“what should be”and“what should be done”in relation to the world.The two have intrinsic compatibility in the aspects of purpose,methodology,value logic,developing foundation,and operation mechanism.Rationality is the essential strength of the subject,so special attention should be paid to the full development of teachers'moral subjectivity,in order to push the development of teacher morality.The development of teacher morality based on practical rationality is a process of being a“good teacher”,which is generated dynamically in the process of teachers'orientation to the virtue practice of education.

关 键 词：教师道德 实践理性 道德主体性 

分 类 号：G451.6[文化科学—教育学]