摘要
儿童个体的成长不可能独立完成,必须依靠那些处于他生命周遭中他人的本质帮助。父母和教师无疑是儿童生命中的重要他人,儿童与父母、教师交往中获得的他者经验对其成长有着重要影响。基于舍勒对主体间关系与情感体验的现象学解读,我们看到孩子与父母、教师交往构成的亲子关系与师生关系是一个具有连贯意义的统一体,一个孩子与他者、与世界的遭遇也由此展开。一个儿童与父母的交往经验为他对待师生关系提供一种指引和规范性模式,构成其处理师生关系的内在意识前提。如果教师能够清醒地意识到儿童的他者经验和情感体验特征,或许可从中看到重构新型师生关系的可能性。
Children would not have been growing independently if others could not help them. Parents and teachers are undoubtedly the most important others in children's lives, and then, the other experience, which children have acquired from their parents or teachers, is of significant influence on their development. We think that the relationship between parent and child or else teacher and student is the continuum in the perspective of Max Scheler's affective phenomenology. The experience which a child is in contact with his parents will provide him a normative guidance and model when he meets his teachers. If a teacher is aware of the children's other experience and emotional experience, he might find a new possible relationship between teacher and student.
出处
《教育研究》
CSSCI
北大核心
2011年第9期76-81,共6页
Educational Research
基金
教育部人文社会科学研究规划项目"学士后教师专业发展的理论与实践研究(项目编号:10YJA880198)
北京市社科规划项目"U-S协作对北京中小学教师专业发展影响力的研究"(项目编号:10BaJY066)的研究成果之一
关键词
情感现象学
他者经验
儿童成长
师生关系
affective phenomenology, others experience, children's growing, the relationship between teacher andstudent