本文選題：語言 + 教師語言　； 參考：《西南大學(xué)》2017年碩士論文

【摘要】：在深化基礎(chǔ)教育改革把推進(jìn)立德樹人作為基點的關(guān)鍵時期,我們毫無疑問地將提高學(xué)校道德教育的實效性擺在優(yōu)先發(fā)展的戰(zhàn)略位置。初中階段是學(xué)生道德發(fā)展的關(guān)鍵時期,亦是道德沖突頻發(fā)、學(xué)生犯罪率大大增多的時期,因此立德樹人的實現(xiàn)在初中階段顯得尤為重要。由于初中生的自我意識不斷增強(qiáng),身體和心理都發(fā)生巨大的變化,他們能夠獨立做出道德判斷和選擇。加之學(xué)校的德育活動受到生活化德育的影響,教師重視各式道德活動的開展,卻忽視自身語言的道德力量。教師的語言在德育中不斷遭遇邊緣化,促進(jìn)學(xué)生道德發(fā)展的作用逐漸遞減。教師的語言在德育中甚至被貼上了“言傳的道德就是說教”這樣的標(biāo)簽。掃描教育現(xiàn)場,教師語言整體的存在狀態(tài)堪憂,教師語言異化的實然狀態(tài)也為初中生的道德發(fā)展帶來嚴(yán)峻的挑戰(zhàn):第一,知性化的教師語言帶來灌輸式、知識化的德育。當(dāng)教師的語言僅僅被視作傳遞知識的工具時,它便不重視學(xué)生自身的理解,使學(xué)生淪為空有道德知識,卻無道德行為的機(jī)器;第二,教師話語霸權(quán)的現(xiàn)象時有發(fā)生。在教育過程中,教師過度的語言權(quán)利壓抑了師生之間平等的對話,忽略了學(xué)生的主體地位;第三,愈演愈烈的語言暴力充斥著教育現(xiàn)場。教師的語言內(nèi)容粗俗、帶有鄙視、嘲諷意味等等,這樣的非道德語言使學(xué)生對教師的情感體驗遭到破壞,直接傷害了學(xué)生的心靈,阻礙了學(xué)生道德自我的構(gòu)建。因此,教師語言的育德力量亟待提升。在哲學(xué)的語言轉(zhuǎn)向中,語言被賦予重要的使命與地位。它作為人的存在方式,人的本質(zhì)歸屬于語言。教育離不開語言,它時刻處于語言的包圍之中。德育作為教育的重要組成部分,更不能忽視教師語言的地位與作用。本研究基于對語言本體論意義上的理解,研究從此視角出發(fā),首先審視教師語言在初中生道德發(fā)展過程中的重要價值,其次對教師語言異化的實然狀態(tài)進(jìn)行透視反思,然后從理論層面探索促進(jìn)初中生道德發(fā)展的教師語言的本真形態(tài),最終在實踐層面為實現(xiàn)教師語言促進(jìn)初中生道德發(fā)展提供可能的現(xiàn)實策略。具體而言包括以下幾個部分:緒論部分,主要包括論文的選題緣由、研究綜述、研究目的與內(nèi)容以及研究設(shè)計和方法。第一部分,核心闡述了對教師語言的相關(guān)理論探討。首先表明語言從工具論到存在論的變遷,基于此基礎(chǔ)之上對教師語言的本質(zhì)進(jìn)行解讀,肯定了教師語言本體性的價值。緊接著從教師語言的本體性出發(fā),站在語言是人的生命本性的高度上來探討通往道德教育中的教師語言特性以及教師語言的德育價值。證明道德教育是一種語言存在,道德教育與教師語言的聯(lián)系密切,教師語言應(yīng)促進(jìn)初中生的道德發(fā)展。第二部分,說明教師語言與初中生道德發(fā)展的現(xiàn)實表征。首先論證了教師語言對初中生道德發(fā)展的重要性和特殊性,教師語言對初中生道德發(fā)展具有重要意義。然后對教育現(xiàn)狀中教師語言異化的實然狀態(tài)進(jìn)行揭示,看到其為初中生道德發(fā)展帶來的嚴(yán)峻挑戰(zhàn)。第三部分,從理論層面探索促進(jìn)初中生道德發(fā)展的教師語言。首先對教師語言異化的實然狀態(tài)進(jìn)行透視反思。即學(xué)校制度遮蔽了教師語言的本體意味;教師權(quán)威泛濫壓抑了教師語言的民主意味;懲罰的摧殘消減了教師語言的向善意味。對此,本研究提出回歸德性的教師語言,即德性的教師語言應(yīng)以教師的德性為依托、以尊重和對話為前提、以真實和善良為內(nèi)容、以民主和平等為追求、在實踐的過程中要著力于表現(xiàn)寬容的語言藝術(shù),使教師語言促進(jìn)學(xué)生的道德發(fā)展。第四部分,為了保證教師語言真正地為初中生道德發(fā)展服務(wù),本研究從學(xué)校、教師、學(xué)生三個維度為其提供了可能的現(xiàn)實策略。
[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.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G631

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