关怀伦理视野下教师身份的重建

发布时间：2018-05-10 11:20

本文选题：关怀伦理 + 教师群体关怀　；参考：《教育理论与实践》2015年19期

【摘要】：基础教育课程改革在理念和实践上均实现了"人"的价值重塑和完善,然而,随着基础教育课程改革的深化,教师的内在价值逐渐被遗忘,教师"身份"定位出现了不同程度的偏颇与盲从,持续发展难以为继。从诺丁斯关怀伦理视角对教师自我身份进行重建,应将研究视角从学生关怀转移到对教师群体的关怀:强化问题取向,超越学科化;强化专业发展的自为性,减少工具性;重视关心情意,反对道德普遍性;建立持续性的关心关系,减少利益关系,以期打破当前教师的各种身份限制,促使教师投入到自我身份重建的过程中。
[Abstract]:The basic education curriculum reform has realized the value remolding and perfecting of "human" in concept and practice. However, with the deepening of the basic education curriculum reform, the intrinsic value of teachers is gradually forgotten. The orientation of teacher's "identity" appears different degree of bias and blind adherence, and sustainable development is difficult to continue. In order to reconstruct teachers' self-identity from the perspective of Noddings' caring ethics, the research perspective should be transferred from student care to teachers' concern: strengthening problem orientation, surpassing discipline, strengthening self-initiative of professional development and reducing instrumentality; Attention should be paid to caring feelings and opposing the universality of morality, and the establishment of continuous caring relations and the reduction of interest relations, in order to break all kinds of identity restrictions of teachers at present, and to urge teachers to invest in the process of self-identity reconstruction.
【作者单位】：深圳大学师范学院;
【基金】：深圳市哲学社会科学“十二五”规划课题《深圳特区非在编教师生存状况及专业发展路径研究》(课题编号:125C033)的阶段性研究成果之一
【分类号】：G451

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