摘要
育人目标是教育的终极目标,教师的育人能力是教师职责的终极指向。关怀是育人的主基调,关怀能力是教师育人能力的锁钥。目前由于关怀的缺场而导致教师育人能力异化,关怀情境断裂造成离散式育人,关怀认知误读造成功利式育人,关怀关系异化造成虚假式育人,关怀行动缺场造成定向式育人。在以关怀为底色的教师育人关怀机制中,关怀情境生成关怀关系,关怀关系激发关怀情感,关怀情感促成关怀行动。以关怀为基调,构建教师的育人能力,要依靠多方主体的智慧联动搭建关怀情境,提升教师的伦理性责任以深化关怀认知,发展教师的移情性理解以构建关怀关系,培养教师的育人感知力以推动关怀行动。
The goal of education is the ultimate goal of education,and the teacher′s ability of education is the ultimate direction of the teacher′s responsibility.Caring is the main keynote of education,and caring ability is the key of teachers′education ability.At present,the lack of care leads to the alienation of teacher′s ability to educate,the fragmentation of caring situation leads to the discrete education,the misreading of caring cognition leads to the utilitarian education,the alienation of caring relationship leads to the false education,and the lack of caring action leads to the directional education.In the caring mechanism of teacher education which with caring as the background,caring situation generates caring relationship,caring relationship stimulates caring emotion,and caring emotion promotes caring action.In order to construct teachers′ability of educating,it is necessary to build a caring situation by relying on the wisdom of multiple subjects,enhance teachers′ethical responsibility to deepen their caring cognition,develop teachers′empathic understanding to build caring relationship,and cultivate teachers′sense of education to promote caring action.
作者
杨静
YANG Jing(School of Education,Shaanxi Normal University,Xi’an,Shaanxi 710062,China)
出处
《教学研究》
2022年第3期55-61,共7页
Research in Teaching
基金
2019年度陕西师范大学教师教育研究项目(JSJY2019005)。
关键词
育人能力
关怀情境
关怀关系
关怀情感
关怀行动
education ability
caring situation
caring relationship
caring emotion
caring action
