【摘要】： 在較長的時期中,相對理性而言,感情尤其是教師感情的地位和價值一直被曲解和貶低。即便是當前的教育研究,學(xué)者們?nèi)匀恢粡墓ぞ哒摻嵌忍接懡處煾星?將其視為教育的一種手段。出于為教師感情“正名”這一目的,本文在已有研究成果的基礎(chǔ)上,從“(教師)角色一(教學(xué))文化”的視角,說明教師及其教育工作為何具有感情性,并探討教師感情修養(yǎng)的必要性和特殊性,提出教師感情合理性(感情和理性相互整合),闡釋教師感情修養(yǎng)的資源、路徑和具體策略。這就將以往對教師感情和教育之間關(guān)系的認識,轉(zhuǎn)化為感情是教育的一種根本屬性的思考。 本文首先明確了教師感情修養(yǎng)的何謂與為何。教師感情作為一種職業(yè)感情,是教師對教育世界人事的好惡感受和體驗。教師感情修養(yǎng)是教師在理解感情性質(zhì)與狀態(tài)的基礎(chǔ)上,對自身感情進行適合教育目的和教育情境要求的認識、管理和表達,從而努力提升感情合理性的意識與能力。從系統(tǒng)性而言,教師感情修養(yǎng)主要包括感情意識、感情管理與感情表達三個要素。與其它職業(yè)的感情修養(yǎng)相比,教師感情修養(yǎng)針對教育活動、內(nèi)含教育動機、體現(xiàn)教育原則,其核心在于追求教師感情的合理性,即教師感情合目的性與合規(guī)律性的統(tǒng)一。 教師感情合理性看似包含了感情與理性兩個對立的概念,實際上體現(xiàn)了感情與理性關(guān)系研究的發(fā)展趨勢。本文考察了感情與理性關(guān)系在學(xué)術(shù)史上的流變,認為沒有理性的教師感情是盲目的,沒有感情的教師理性是呆滯的,教師感情合理性是兩者整合的結(jié)晶。同時,隨著社會的發(fā)展,教育具有的感情屬性逐漸凸顯,教育工作作為一項感情勞動,教師必須遵循感情規(guī)則的要求。實際上,教師踐行感情規(guī)則的過程即是感情修養(yǎng)的過程。 本文隨后闡釋了教師感情修養(yǎng)的策略。從整體上結(jié)合教師專業(yè)發(fā)展階段的特征,分析教師感情修養(yǎng)的路徑,明確教師在此過程中可運用的資源,主要包括人力資源和課程資源,并指出教師運用這些資源的條件以及優(yōu)化資源的措施。最后,根據(jù)教師感情修養(yǎng)的要素,本文從追求感情意識合理性、感情管理合理性與感情表達合理性三個方面,詳細論述了教師感情修養(yǎng)的操作策略。 總之,本文通過對教師感情修養(yǎng)的探討,旨在豐富教育研究與實踐的感情維度,以此從教師感情角度探尋教育之道。而如果理解了教育之道,那就必然重視教師感情修養(yǎng)在教育中的地位。
[Abstract]:In a long period of time, relative rationality, the position and value of emotion, especially teachers' feelings, have been misinterpreted and devalued. Even in the current educational research, scholars only discuss teachers' feelings from the perspective of instrumentalism and regard them as a means of education. For the purpose of "correcting the name" of teachers' feelings, this paper, on the basis of existing research results, explains why teachers and their educational work are emotive from the perspective of "teachers' role one (teaching) culture". It also discusses the necessity and particularity of teachers' emotional accomplishment, puts forward the rationality of teachers' feelings (the mutual integration of emotion and rationality), and explains the resources, paths and specific strategies of teachers' emotional accomplishment. This will transform the past understanding of the relationship between teachers' feelings and education into the thinking that emotion is a fundamental attribute of education. This paper first defines the teacher's emotional accomplishment of what and why. Teachers' feelings, as a kind of professional feelings, are teachers' feelings and experiences of people in the educational world. On the basis of understanding the nature and state of emotion, teachers' emotional accomplishment is to realize, manage and express their feelings in accordance with the requirements of educational purpose and educational situation, so as to promote the consciousness and ability of emotional rationality. Systematically speaking, teachers' emotional accomplishment mainly includes three elements: emotional consciousness, emotional management and emotional expression. Compared with other professional emotional accomplishment, teachers' emotional accomplishment aims at educational activities, contains educational motivation and embodies educational principles. The core of which is to pursue the rationality of teachers' feelings, that is, the unity of teachers' feelings with purpose and regularity. Teachers' emotional rationality seems to contain two opposing concepts of emotion and rationality, which in fact reflects the development trend of the research on the relationship between emotion and reason. This paper examines the evolution of the relationship between emotion and reason in academic history, and holds that the teacher's emotion without reason is blind, the teacher's rationality without emotion is dull, and the rationality of teacher's emotion is the crystallization of the integration of the two. At the same time, with the development of society, the emotional property of education is gradually highlighted. As an emotional work, teachers must follow the requirements of emotional rules. In fact, the process of teachers practicing emotional rules is the process of emotional accomplishment. This paper then explains the strategies of teachers'emotional accomplishment. According to the characteristics of teachers' professional development stage, this paper analyzes the path of teachers' emotional accomplishment, and clarifies the resources teachers can use in this process, mainly including human resources and curriculum resources. It also points out the conditions for teachers to use these resources and the measures to optimize them. Finally, according to the factors of teachers' emotional accomplishment, this paper discusses in detail the operational strategies of teachers' emotional accomplishment from three aspects: the pursuit of rationality of emotional consciousness, the rationality of emotional management and the rationality of emotional expression. In a word, this paper aims to enrich the emotional dimension of educational research and practice through the discussion of teachers' emotional accomplishment, and to explore the ways of education from the angle of teachers' feelings. If we understand the way of education, we must attach importance to the position of teachers' emotional accomplishment in education.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2010
【分類號】：G451.1

【引證文獻】

相關(guān)期刊論文 前1條

1 陳寧;丁強;;論教師的情緒性知識[J];教育理論與實踐;2014年22期

相關(guān)博士學(xué)位論文 前3條

1 李怡明;基礎(chǔ)教育均衡視域下異質(zhì)化教學(xué)建構(gòu)[D];華東師范大學(xué);2012年

2 杜尚榮;感悟教學(xué)研究[D];西南大學(xué);2013年

3 董守生;論學(xué)生的自主性及其教育[D];華東師范大學(xué);2013年

相關(guān)碩士學(xué)位論文 前6條

1 王亞利;教育情感及其評價研究[D];山西大學(xué);2011年

2 向潔;論課堂教學(xué)中教師消極感情的表征及矯正策略[D];西南大學(xué);2012年

3 邱佳佳;教師情感智慧發(fā)展的實踐研究[D];華東師范大學(xué);2012年

4 羅陽;教育語言的研究[D];四川師范大學(xué);2011年

5 王春花;義務(wù)教育教師職業(yè)生存狀態(tài)的研究[D];華東師范大學(xué);2013年

6 楊姝;教師“感情先行”研究[D];華東師范大學(xué);2014年

，

本文編號：2134480