教师宽容的对立面:属性、表达及其影响因素  

An Analysis of the Understanding and Influential Factors of Teacher’s“Intolerate”

作　　者：周鹏生 ZHOU Pengsheng(College of Educational Science and Technology,Northwest Minzu University,Lanzhou 730030,China)

机构地区：[1]西北民族大学教育科学与技术学院,甘肃兰州730030

出　　处：《现代教育论丛》2025年第1期5-13,共9页Modern Education Review

基　　金：2023年度甘肃省教育科学“十四五”规划专项课题“心理学视角下铸牢中华民族共同体意识教育的路径研究”(GS[2023]GHBZX621)。

摘　　要：教师宽容被看作是教师品德的核心之一,但学界很少深入探讨教师的“无法容忍”。教师“无法容忍”表现为对同一事物容忍态度的另一端,是一种人格变量,反映出教师个体对事物一贯的态度。教师表达“无法容忍”后可能导致认知不协调反应,通过认知闭合需求作用机制可以解读个体或群体“无法容忍”的认知和心理反应。从客观因素上看,不确定性容易导致教师“无法容忍”;而从主观因素来看,社会比较和被看重感直接或间接地影响着教师对事物的“无法容忍”。未来的教师素养培养中,建议重新认识教师“无法容忍”的机制、深入探究造成教师“无法容忍”的原因、深入考察人际互动引发教师“无法容忍”事件的文化背景。Teacher tolerance is regarded as one of the core values of teacher morality,but the academic community rarely delves into the“intolerance”of teachers.The“intolerance”of teachers is manifested as another endpoint of their tolerance attitude towards the same thing,which may be a personality variable reflecting the individual teacher’s consistent attitude towards things.Teachers expressing“intolerance”may lead to cognitive dissonance,and the cognitive and psychological responses of individuals or groups’intolerance can be interpreted through the mechanism of cognitive closure needs.Uncertainty can easily lead to teachers’intolerance in terms of objective factors while social comparison and a sense of being valued directly or indirectly affect teachers’“intolerance”towards things in terms of subjective factors.Finally,specific suggestions were put forward for the cultivation of future teacher literacy,including a reunderstanding of the mechanism of teachers’“intolerance”,in-depth exploration of the reasons for teachers’“intolerance”,and a thorough examination of the cultural background of interpersonal interactions that trigger the teachers’“intolerance”events.

关 键 词：无法容忍 社会比较 被看重感 教师素养培养 

分 类 号：G641[文化科学—高等教育学]