摘要
中国教师角色从忽视师生生命的"教书匠"隐喻,到漠视自我生命存在与意义的"孺子牛""春蚕(红烛)""铺路石(人梯)"隐喻,再到控制学生生命自由和发展的"工程师"和"园丁"隐喻,最后上升到尊重他者与自我生命的"引领者""合作者""参与者"等隐喻。这种认识过程,体现的是社会接受"从完全利他到合理利他,合理利己,利他以利己等向善伦理行为"的宽容,更是生命关怀从无到有的复苏。教师角色隐喻的更迭也反映了每个时代教育观念的更新和进步。
The role of Chinese teachers has been successively metaphorized as that of a teaching tool without life, that of a cow, a silkworm, a candle or a paving stone whose life or presence may be ignored, that of an engineer or a gardener which overemphasizes teachers’ authority in deciding students’ life and development, and that of a guide, collaborator or participant which reflects respect for the lives of both teachers and students. This dynamic metaphorical understanding represents Chinese ethical expectations for teachers to work from "fully for others’ interests", "reasonably for others’ interests", "rationally for their own interests", to "for the interests of both teachers and students", and also a shift of Chinese ethical views from ignorance of teachers’ life to respect for it. This shift depicts the development of Chinese education theories, especially, that of how Chinese understand the teachers’ role.
出处
《外语艺术教育研究》
2013年第2期32-36,共5页
Educational Research on Foreign Languages and Arts
基金
2011年华东理工大学本科教育教学改革课题“大学英语课堂教学改革的生命教育维度”(YS0126115)
2012年江西省社会科学规划项目“生命教育渗透与大学英语教学效果的相关度研究”(12YY09)
关键词
中国教师角色
生命转向
隐喻
Chinese teachers’ role
life-focused education
metaphors
