“文化存在论教育学”视野下的教师成长

发布时间：2018-08-15 19:17

【摘要】：在培养卓越教师的时代背景下,我们提出可以运用"文化存在论教育学"的眼光来分析与解读教师的成长。在"文化存在论教育学"的视野中,教育必须关注个体的生存与发展,必须关注文化在陶冶与滋养内在心灵中的重要作用。教育是一场充满"境遇"的人生旅程,在这相遇的历程中,应当注重"关系"的营建。在"文化存在论教育学"观照下,既要重视教师在专业发展过程中的自主意识唤醒、自我抉择、自我超越的历程,又要认识到教师成长是伴随着文化陶冶和涵养的历程。最为重要的是,教师是在四种"关系"中获得专业成长和精神境界提升的,即教师与学生的关系、教师与自我的关系、教师与自然的关系,以及教师与社会的关系。为此,我们主张,教师应当成长为有"仁爱之心"的"以善致善"的教师、有"自由之性"的"静待花开"的教师、有"审美之情"的"美育熏陶"的教师和有"文化之品"的"人文情怀"的教师。
[Abstract]:Under the background of cultivating outstanding teachers, we put forward that we can analyze and interpret the growth of teachers with the vision of "the pedagogy of cultural existentialism". From the perspective of "the pedagogy of cultural ontology", education must pay attention to the survival and development of individuals and the important role of culture in nurturing and nourishing the inner mind. Education is a life journey full of "circumstances". In the course of meeting, we should pay attention to the construction of "relationship". Under the view of "the pedagogy of cultural existential theory", we should not only attach importance to the process of teachers' self-consciousness awakening, self-choice and self-transcendence in the process of professional development, but also realize that teachers' growth is accompanied by the process of culture edification and self-cultivation. The most important thing is that teachers get professional growth and spiritual improvement in four kinds of "relationships", that is, the relationship between teachers and students, the relationship between teachers and self, the relationship between teachers and nature, and the relationship between teachers and society. For this reason, we advocate that teachers should grow up to be teachers with "kindness and kindness" and "waiting for flowers" with "freedom". Teachers with "aesthetic feelings" and "humanistic feelings" with "cultural goods".
【作者单位】：华东师范大学教育学部;德国图宾根大学教育学院;
【基金】：2015年度教育部人文社会科学研究规划项目“基于概化理论的教师培训课程标准的研制研究”课题(15YJA880028)的部分成果
【分类号】：G451

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