做有良知的教师:主体意蕴与践行路径  

Subjects Connotation and Practice Pathways to Being a Teacher with Conscience

作　　者：陶志琼[1] 王丽[1] TAO Zhiqiong;WANG Li(College of Teachers Education,Ningbo University,Ningbo 315211,China)

机构地区：[1]宁波大学教师教育学院,浙江宁波315211

出　　处：《宁波大学学报(教育科学版)》2025年第1期67-76,共10页Journal of Ningbo University(Educational Science Edition)

基　　金：国家社会科学基金教育学一般课题“中国特色基础教育教研工作机制转型研究”(BHA210146)。

摘　　要：教师的教育良知,是教师对什么是好的教育的整体觉知和践行的综合素养。好的教育蕴含有教育意味的良知与有良知意味的教育的双重内涵。教师是具有教育意味的良知的主体,也是有良知意味的教育的实践者。作为具有教育意味的良知的主体,教师要发扬内心的良知,保持人的整全性,认识到教育是智的醒人事业、善的感人事业和爱的化人事业。作为有良知意味的教育实践者,教师要心中有人,以保持人的整全性理念从事教育这一理智的事业,践行回归本真的教育这一爱的人文事业,践行蕴含着良善意志的教育这一道德事业。教师要践行有良知意味的教育,需要建构个人良知教育哲学和践行有良知意味的本真教育。Teachersʼeducational conscience refers to the comprehensive quality of a teacherʼs overall perception and practice of good education which contains the dual connotations of conscience with educational meaning and education with conscience.Teachers as subjects of conscience with educational implications play the role of practitioners in education with a conscience.It is believed that teachers are committed to carrying forward the integrity of human beings and the education as the cause of awakening people with wisdom,touching people with kindness,and transforming people with love and that as practitioners of education with a sense of conscience,teachers are devoted to engaging in the intellectual cause of education,the humanistic undertaking of seeking the true nature of education,and the moral education of goodwill.To practice education with conscience,teachers need to construct a philosophy of personal conscience education and to practice true education with conscience.

关 键 词：教师 良知 教育良知 教师个人教育哲学 

分 类 号：G40-01[文化科学—教育学原理]