教师道德敏感性:概念、框架、问题与改善

发布时间：2018-03-19 08:13

本文选题：道德敏感性　切入点：教师道德　出处：《教育发展研究》2015年18期 　论文类型：期刊论文

【摘要】：教师道德问题的解决需要深入心理层面,亟需关注教师的道德敏感性。教师道德敏感性是对教育之道德属性与道德目的的敏感,不仅包括对教育情境中道德元素的察觉与正确解释,还包括对非道德情境下可能德育机会的觉察;它不仅可能预测及时的教师道德行为,也可能预测延时的教师道德行为;它不仅是对教育情境的"一次性"应激心理,还是对完整教育过程之道德价值的深切认同。本文以教师道德敏感性的"时间-情境-内容"三维模型为分析框架,发现教师对德育过程的道德敏感性缺失、对不同情境的道德敏感性错位、对不同道德内容的敏感性失衡。而要改善教师的道德敏感性,应重视权力制衡的制度重构与更新教师专业培训的主题与方法。
[Abstract]:The solution of teachers' moral problems needs to go deep into the psychological level, and it is urgent to pay attention to teachers' moral sensitivities, which are sensitive to the moral attributes and purposes of education. It includes not only the perception and correct explanation of moral elements in the educational context, but also the perception of the possible opportunities of moral education in the non-moral context, which can not only predict the timely moral behavior of teachers, but also predict the delayed moral behavior of teachers. It is not only the "one-off" stress psychology of the educational situation, but also the deep recognition of the moral value of the complete educational process. This paper takes the "time-situation-content" three-dimensional model of the teacher's moral sensitivity as the analytical framework. It is found that teachers' moral sensitivity to the process of moral education is lacking, the moral sensitivity to different situations is misplaced, and the sensitivity to different moral content is out of balance, and the teachers' moral sensitivity should be improved. We should pay attention to the system reconstruction of power balance and renew the subject and method of teacher's professional training.
【作者单位】：华中师范大学教育学院;
【基金】：2012年度教育部哲学社会科学研究重大课题攻关项目“全面加强学校德育体系建设研究”(12JZD002)的部分成果
【分类号】：G451

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