促进初中生道德发展的教师语言研究

发布时间：2018-04-28 00:44

本文选题：语言 + 教师语言　；参考：《西南大学》2017年硕士论文

【摘要】：在深化基础教育改革把推进立德树人作为基点的关键时期,我们毫无疑问地将提高学校道德教育的实效性摆在优先发展的战略位置。初中阶段是学生道德发展的关键时期,亦是道德冲突频发、学生犯罪率大大增多的时期,因此立德树人的实现在初中阶段显得尤为重要。由于初中生的自我意识不断增强,身体和心理都发生巨大的变化,他们能够独立做出道德判断和选择。加之学校的德育活动受到生活化德育的影响,教师重视各式道德活动的开展,却忽视自身语言的道德力量。教师的语言在德育中不断遭遇边缘化,促进学生道德发展的作用逐渐递减。教师的语言在德育中甚至被贴上了“言传的道德就是说教”这样的标签。扫描教育现场,教师语言整体的存在状态堪忧,教师语言异化的实然状态也为初中生的道德发展带来严峻的挑战:第一,知性化的教师语言带来灌输式、知识化的德育。当教师的语言仅仅被视作传递知识的工具时,它便不重视学生自身的理解,使学生沦为空有道德知识,却无道德行为的机器;第二,教师话语霸权的现象时有发生。在教育过程中,教师过度的语言权利压抑了师生之间平等的对话,忽略了学生的主体地位;第三,愈演愈烈的语言暴力充斥着教育现场。教师的语言内容粗俗、带有鄙视、嘲讽意味等等,这样的非道德语言使学生对教师的情感体验遭到破坏,直接伤害了学生的心灵,阻碍了学生道德自我的构建。因此,教师语言的育德力量亟待提升。在哲学的语言转向中,语言被赋予重要的使命与地位。它作为人的存在方式,人的本质归属于语言。教育离不开语言,它时刻处于语言的包围之中。德育作为教育的重要组成部分,更不能忽视教师语言的地位与作用。本研究基于对语言本体论意义上的理解,研究从此视角出发,首先审视教师语言在初中生道德发展过程中的重要价值,其次对教师语言异化的实然状态进行透视反思,然后从理论层面探索促进初中生道德发展的教师语言的本真形态,最终在实践层面为实现教师语言促进初中生道德发展提供可能的现实策略。具体而言包括以下几个部分:绪论部分,主要包括论文的选题缘由、研究综述、研究目的与内容以及研究设计和方法。第一部分,核心阐述了对教师语言的相关理论探讨。首先表明语言从工具论到存在论的变迁,基于此基础之上对教师语言的本质进行解读,肯定了教师语言本体性的价值。紧接着从教师语言的本体性出发,站在语言是人的生命本性的高度上来探讨通往道德教育中的教师语言特性以及教师语言的德育价值。证明道德教育是一种语言存在,道德教育与教师语言的联系密切,教师语言应促进初中生的道德发展。第二部分,说明教师语言与初中生道德发展的现实表征。首先论证了教师语言对初中生道德发展的重要性和特殊性,教师语言对初中生道德发展具有重要意义。然后对教育现状中教师语言异化的实然状态进行揭示,看到其为初中生道德发展带来的严峻挑战。第三部分,从理论层面探索促进初中生道德发展的教师语言。首先对教师语言异化的实然状态进行透视反思。即学校制度遮蔽了教师语言的本体意味;教师权威泛滥压抑了教师语言的民主意味;惩罚的摧残消减了教师语言的向善意味。对此,本研究提出回归德性的教师语言,即德性的教师语言应以教师的德性为依托、以尊重和对话为前提、以真实和善良为内容、以民主和平等为追求、在实践的过程中要着力于表现宽容的语言艺术,使教师语言促进学生的道德发展。第四部分,为了保证教师语言真正地为初中生道德发展服务,本研究从学校、教师、学生三个维度为其提供了可能的现实策略。
[Abstract]:In the critical period of deepening the reform of basic education and promoting the establishment of Lide tree people as the key point, we will undoubtedly raise the effectiveness of moral education in school to the strategic position of priority development. Junior middle school is the key period of students' moral development, the period of frequent moral conflict and the period of great increase in the crime rate of the students. The realization is particularly important in the junior middle school stage. As the self-consciousness of the junior middle school students is constantly enhanced and the physical and psychological changes have changed greatly, they can make moral judgments and choices independently. In addition, the moral activities of the school are influenced by the life oriented moral education, and the teachers attach importance to the development of various moral activities, but ignore the language of their own. Moral strength. Teachers' language is constantly marginalized in moral education, and the role of promoting students' moral development has gradually diminishing. In moral education, teachers' language is even labeled as "preaching". The moral development of junior high school students brings serious challenges: first, the intellectualized teacher language brings instillation, knowledge based moral education. When the language of the teacher is only regarded as a tool for transmitting knowledge, it does not attach importance to the understanding of the students themselves, makes the students become empty with moral knowledge, but has no moral behavior. Second, teacher discourse hegemony. In the course of education, the excessive language rights of teachers oppress the equal dialogue between teachers and students, ignore the main position of the students; third, the growing language violence is full of the educational scene. The language of teachers is vulgar, with scorn, mockery and so on, such unethical language makes the students to teachers. The sense experience is destroyed, which directly hurts the mind of the students and hinders the construction of the students' moral self. Therefore, the moral strength of the teacher's language needs to be promoted. In the linguistic turn of philosophy, language is given an important mission and position. It is the way of human existence, the essence of human being belongs to the language. Education is inseparable from the language, it is always in the language. As an important part of the language, moral education, as an important part of education, can not ignore the position and role of teacher language. This study is based on the understanding of language ontology. From this angle of view, this study first examines the important value of teacher language in the moral development process of junior high school students, followed by the real shape of teacher language alienation. The state carries on the perspective reflection, and then explores the true form of the teacher's language that promotes the moral development of junior high school students from the theoretical level, and finally provides the practical strategy for the realization of teacher's language to promote the moral development of junior high school students in practice. The purpose and content of the research and the research design and methods are discussed in the first part. The first part expounds the theory of teacher language. First, it shows the change of language from the tool theory to the existentialism. Based on this, the essence of teacher language is interpreted and the value of the teacher's language ontology is affirmed. On the basis of body nature, standing on the height of language is the nature of human life, it discusses the language characteristics of teachers in moral education and the moral value of teachers' language. It is proved that moral education is a kind of language, that moral education is closely related to teachers' language, and teacher's language should promote the moral development of junior high school students. The second part explains the teachers. The realistic representation of language and moral development of junior high school students. First, the importance and particularity of teacher's language are demonstrated to the moral development of junior high school students. The language of teachers is of great significance to the moral development of junior high school students. Then, the actual state of teacher language alienation in the current situation of education is revealed, and it is seen that it is a serious challenge for the moral development of junior high school students. The third part is to explore the teacher's language which promotes the moral development of junior high school students from the theoretical level. First, the real state of the teacher's language alienation is reflected. That is, the school system covers the noumenon meaning of the teacher's language; the abuse of the teacher's authority has suppressed the Democratic meaning of the teacher's language; the devastation of punishment reduces the good will of the teacher's language. This study puts forward the teacher's language of returning to virtue, that is, the virtue of teacher language should rely on the virtue of teachers, take respect and dialogue as the premise, and take the truth and kindness as the content, and pursue democracy and equality as the pursuit. In the process of practice, we should focus on the expression of tolerance language art, so that teachers' language can promote the moral development of students. The fourth part, in order to ensure that teacher language really serves the moral development of junior high school students, this study provides the possible practical strategies from the three dimensions of schools, teachers and students.

【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G631

【参考文献】