本文關鍵詞： 職業(yè)內疚 體驗 現(xiàn)象學研究　出處：《江西師范大學》2015年碩士論文　論文類型：學位論文

【摘要】：教師在教化生命的過程中,也在經(jīng)歷著生命的起起落落。了解這許許多多的體驗是現(xiàn)代基礎教育變革的基點,也是理解教師內疚情緒的邏輯生長點。然而,在他們豐富的心靈中,職業(yè)內疚體驗究竟是什么?職業(yè)內疚體驗的內容是什么?職業(yè)內疚體驗的本質是什么?因此,透過對內疚體驗的現(xiàn)象學研究,我們以深度描述小學教師職業(yè)內疚體驗的整體面貌,并將其作為切入點來展開研究,以豐富對自我和他人的理解,凝練教育智慧。本研究的目的旨在勾勒小學教師職業(yè)內疚體驗的結構圖示,以便理性地審視其對教育的影響與結果。本研究主要采用對話式訪談、觀察和實物收集搜集資料,我們收集了小學教師的職業(yè)內疚體驗故事,這些故事是以原初的深度描述的方式呈現(xiàn)出來。通過追溯辭源、主題分析,尋找小學教師關于人類職業(yè)內疚的結構與特質。研究發(fā)現(xiàn),職業(yè)內疚的結構有以下一些:表現(xiàn)為自責,比如:生氣的自責、惱怒后的自責、機械管理帶來的自責、冤枉后的自責、對偏見的責備、粗心后的鄙視、良心的譴責;表現(xiàn)為追悔,比如:對錯誤的悔悟、無意傷害學生的后悔、心存僥幸的后悔、錯怪的后悔、錯發(fā)脾氣的慚愧;表現(xiàn)為羞愧,比如:反思后的羞愧、無能的羞愧;表現(xiàn)為負罪,比如:著急的憋屈、排斥后的憂愁、“心疼”、責任感缺場的內疚、怒氣后的心酸、慫恿學生作弊的內疚;表現(xiàn)為不安,比如:對受傷學生的憐憫、私事公辦的內疚、沖動后的不安;現(xiàn)象學研究是對本質的研究——通過翔實的現(xiàn)象學分析,職業(yè)內疚的特質有這樣一些特點——彌散性、次序性、道德性、內在性和智慧性。最后,通過教育學意義的探尋,探索適切的教師專業(yè)發(fā)展的路徑——推進教師專業(yè)發(fā)展的“驅動器”;呼喚教師智慧地表達愛;催生人本情懷;促進教師求真求善;提高教師的道德自律意識;推動師生關系的改善。最后,根據(jù)研究結果,我們得出了一些結論:職業(yè)內疚折射出了豐富的教育資源;職業(yè)內疚表現(xiàn)為一種生活化的感受;職業(yè)內疚表現(xiàn)為道德的感化;職業(yè)內疚蘊含著智慧的要素。本研究提出的建議:積極調適內疚情緒的強度和類型;學會理性看待學生;砥礪“將心比心”的情緒體驗。
[Abstract]:Teachers are also experiencing the ups and downs of life in the process of teaching life. Understanding these many experiences is the basic point of modern basic education reform and the logical growth point of understanding teachers' guilt. What is the professional guilt experience in their rich hearts? What is the content of the professional guilt experience? What is the nature of the professional guilt experience? Therefore, through the phenomenological study of guilt experience, we describe the overall appearance of professional guilt experience of primary school teachers in depth, and use it as a starting point to carry out the study, in order to enrich our understanding of ourselves and others. The purpose of this study is to outline the structure of primary school teachers' professional guilt experience in order to rationally examine its impact on education and results. Observing and collecting data, we collected the professional guilt experience stories of primary school teachers. These stories are presented in the way of the original in-depth description. Look for elementary school teachers about the structure and characteristics of human professional guilt. The study found that the structure of professional guilt has the following: self-remorse, such as angry self-blame, angry self-blame. The self-blame brought about by mechanical management, the self-blame after injustice, the blame for prejudice, the contempt for carelessness, the condemnation of conscience; For example, repentance for mistakes, no intention to hurt students regret, regret for luck, regret for fault, shame for the wrong temper; For example: the shame after reflection, the shame of incompetence; For example: anxious suffocating, rejection after sorrow, "heartache", sense of responsibility lack of guilt, anger after the heart, encourage students to cheat guilt; Show uneasiness, such as pity for injured students, guilt about private affairs, uneasiness after impulse; Phenomenological research is a study of essentialsThe characteristics of professional guilt have such characteristics as dispersion, order, morality, internality and intelligence through a detailed phenomenological analysis. By exploring the significance of pedagogy, this paper explores the appropriate path of teachers' professional development-the "driver" to promote teachers' professional development; Calling teachers to express their love intelligently; To give birth to human feelings; Promoting teachers to seek truth and good; Improve teachers' moral self-discipline consciousness; Finally, according to the research results, we draw some conclusions: professional guilt reflects a wealth of educational resources; Professional guilt is a feeling of life; Professional guilt is reflected in moral influence; Professional guilt contains the elements of wisdom. This study suggests: actively adjust the intensity and type of guilt; Learn to treat students rationally; To sharpen the emotional experience of "sharing one's heart with another's heart".
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G625.1

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本文編號：1487715