理解型师生关系的诠释学建构
发布时间：2019-01-11 11:31
【摘要】：理解是师生存在的基本方式,师生关系在本质上是一种理解关系。当前师生交往正面临难以理解的现实困境,占有式的交往目的、单向度的交往主体、封闭化的交往内容、规训化的交往方式等,都在一定程度上阻碍了理解型师生关系的生成。构建理解型师生关系要求实现交往目的从知识占有转向生命关怀;交往主体从单向控制转向双向理解;交往内容从静态预设转向动态生成;交往方式从规训独白转向心灵对话。
[Abstract]:Understanding is the basic way of the existence of teachers and students, and the relationship between teachers and students is essentially a kind of understanding relationship. At present, the communication between teachers and students is facing difficult to understand the realistic predicament. The purpose of possession communication, the subject of unidirectional communication, the content of closed communication, the communicative mode of discipline and so on, all hinder the formation of the teacher-student relationship of understanding to a certain extent. The construction of understanding teacher-student relationship requires that the purpose of communication be changed from knowledge possession to life care; the subject of communication changes from one-way control to two-way understanding; the content of communication changes from static presupposition to dynamic generation; and the mode of communication changes from monologue to spiritual dialogue.
【作者单位】： 湖南科技学院高等教育研究所;华中师范大学教育学院;
【基金】：湖南省教育科学“十三五”规划资助项目“社会转型期高校师生恶性冲突的文化透视及调适机制研究”[XJK016BGD028]
【分类号】：G456
[Abstract]:Understanding is the basic way of the existence of teachers and students, and the relationship between teachers and students is essentially a kind of understanding relationship. At present, the communication between teachers and students is facing difficult to understand the realistic predicament. The purpose of possession communication, the subject of unidirectional communication, the content of closed communication, the communicative mode of discipline and so on, all hinder the formation of the teacher-student relationship of understanding to a certain extent. The construction of understanding teacher-student relationship requires that the purpose of communication be changed from knowledge possession to life care; the subject of communication changes from one-way control to two-way understanding; the content of communication changes from static presupposition to dynamic generation; and the mode of communication changes from monologue to spiritual dialogue.
【作者单位】： 湖南科技学院高等教育研究所;华中师范大学教育学院;
【基金】：湖南省教育科学“十三五”规划资助项目“社会转型期高校师生恶性冲突的文化透视及调适机制研究”[XJK016BGD028]
【分类号】：G456
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