發(fā)布時(shí)間：2018-06-13 07:51

  本文選題：小學(xué)教師 + 關(guān)懷行為��； 參考：《河北師范大學(xué)》2017年碩士論文

【摘要】：以內(nèi)爾·諾丁斯為代表的關(guān)懷倫理學(xué)興起于20世紀(jì)末的美國(guó),并在西方教育界產(chǎn)生了重要影響,隨后我國(guó)學(xué)者以內(nèi)爾·諾丁斯的理論為基礎(chǔ)開始了有關(guān)關(guān)懷教育的研究。教育是一項(xiàng)充滿關(guān)心與愛(ài)的幸福事業(yè),教師作為關(guān)懷行為實(shí)施的主體,應(yīng)深刻理解關(guān)懷的意蘊(yùn),把關(guān)懷理想內(nèi)化為自身的一種行為品質(zhì),才能讓學(xué)生感受關(guān)懷、體驗(yàn)關(guān)懷。教師實(shí)施關(guān)懷行為,學(xué)生對(duì)教師關(guān)懷的理解、接受和回應(yīng)才是一個(gè)完整的關(guān)懷關(guān)系。研究表明教師對(duì)學(xué)生的關(guān)懷可以提高學(xué)生學(xué)業(yè)成績(jī),增進(jìn)人際交往,促進(jìn)心理健康等方面。我國(guó)對(duì)于小學(xué)教師關(guān)懷行為的研究還很少,為了讓學(xué)生得到更好的理解、尊重、關(guān)愛(ài)和健康成長(zhǎng),有必要對(duì)小學(xué)教師關(guān)懷行為進(jìn)行具體深入的思考和研究。文章研究的重點(diǎn)在于探討小學(xué)教師關(guān)懷行為的現(xiàn)實(shí)樣態(tài)及困境,主要采用了文獻(xiàn)分析法、觀察法和訪談法。首先采用文獻(xiàn)分析法了解小學(xué)教師關(guān)懷行為研究的現(xiàn)狀,在此基礎(chǔ)上對(duì)石家莊市某小學(xué)的教師進(jìn)行實(shí)地觀察和訪談,進(jìn)一步為文章收集資料。研究者主要通過(guò)對(duì)理論的分析加之對(duì)學(xué)校的觀察,概括出小學(xué)教師恰當(dāng)關(guān)懷行為的四個(gè)特征:教師的關(guān)懷注重與學(xué)生的關(guān)系性,教師的關(guān)懷具有連續(xù)性,教師的關(guān)懷尊重學(xué)生思想的獨(dú)立性,教師的關(guān)懷倡導(dǎo)學(xué)生的主體性。在對(duì)小學(xué)的實(shí)地觀察中,研究者發(fā)現(xiàn)小學(xué)教師的關(guān)懷行為中還存在一些不恰當(dāng)?shù)谋憩F(xiàn),主要總結(jié)出以下幾個(gè)方面:教師對(duì)學(xué)生生命關(guān)懷的缺失,教師在學(xué)科教學(xué)中教育性關(guān)懷的缺失,教師對(duì)“差生”“非選擇性關(guān)懷”的缺失,教師不當(dāng)懲戒對(duì)學(xué)生成長(zhǎng)關(guān)懷的缺失,教師虛假行為對(duì)學(xué)生真實(shí)關(guān)懷的缺失�，F(xiàn)實(shí)中,很多人認(rèn)為教師是不關(guān)懷的,究竟這些不關(guān)懷是教師有意的還是有著自己的苦衷?在教師這些不關(guān)懷行為的背后隱藏著什么樣的原因呢?小學(xué)教師在關(guān)懷時(shí)面臨的困境是什么呢?文章從主體困境、對(duì)象困境、制度困境和社會(huì)困境四個(gè)方面入手,分析了小學(xué)教師關(guān)懷行為中面臨的難題。針對(duì)小學(xué)教師關(guān)懷行為的困境,從教師自身、學(xué)生、學(xué)校與社會(huì)幾方面提出了小學(xué)教師關(guān)懷行為的對(duì)策。
[Abstract]:The caring ethics represented by Nell Noddings arose in the United States at the end of the 20th century, and exerted an important influence in the western educational circles. Subsequently, Nell Noddings, a Chinese scholar, began to study the care education based on the theory of Nell Noddings. Education is a happy cause full of care and love. As the main body of the implementation of caring behavior, teachers should deeply understand the meaning of care, internalize the ideal of care as a kind of behavior quality, so that students can feel care and experience solicitude. Teachers' caring behavior, students' understanding of teacher care, acceptance and response is a complete caring relationship. The research shows that teachers' concern for students can improve students' academic achievement, improve interpersonal communication and promote mental health. In order to make the students better understand, respect, care and grow up healthily, it is necessary to think and study the caring behavior of primary school teachers. The focus of this paper is to explore the practical situation and predicament of primary school teachers' caring behavior, which mainly adopts literature analysis, observation and interview. Firstly, the author uses the literature analysis method to understand the present situation of the primary school teachers' caring behavior research, and on this basis, carries on the field observation and the interview to the teachers of a primary school in Shijiazhuang city, and further collects the data for the article. Through the analysis of the theory and the observation of the school, the researcher generalizes the four characteristics of the proper caring behavior of the primary school teachers: the teachers' concern pays attention to the relationship between the students and the teachers, and the teachers' care is continuous. Teachers' care respects the independence of students' thoughts, and teachers' care advocates students' subjectivity. In the field observation of primary schools, the researchers found that there are some inappropriate manifestations in the care behavior of primary school teachers, which mainly summarized the following aspects: teachers' lack of care for students' lives, Teachers' lack of educational care, teachers' lack of "non-selective care" for "poor students", teachers' improper punishment of students' care for students' growth, and teachers' false behavior lack of students' true care. In reality, many people think that teachers are not concerned, whether these uncaring is the intention of teachers or have their own grievances? What kind of reasons are hidden behind these uncaring behaviors of teachers? What is the dilemma that primary school teachers face when they care? This paper analyzes the problems in primary school teachers' caring behavior from four aspects: subject dilemma, object dilemma, system dilemma and social dilemma. Aiming at the plight of primary school teachers' caring behavior, this paper puts forward some countermeasures from teachers themselves, students, schools and society.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G625.1

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