摘要
对师德的考察应聚焦于教师具体的教学活动及方式。作为一种能力的教师道德敏感性,涉及教师敏锐觉察及预测教学情境中的道德内涵,它不仅是教师道德行为的起点,更于无声处彰显着个体教师的师德修养。根据实践中教师道德敏感性钝化的表现及程度,大致可分成主动逃避型、无所察觉和难以察觉型三类。因此,主观上培育教师道德敏感性的可能途径有三条:观念上,改善教师的自我意识;知识上,磨砺教师独有的伦理知识;实践上,自觉关注自身的道德敏感性。
The investigation of teachers’ ethics should focus on teachers’ specific teaching activities and methods.As a kind of ability,teachers’ moral sensitivity involves teachers’ keen awareness and prediction of moral connotation in teaching situations.It is not only the starting point of teachers’ moral behavior,but also the silent manifestation of individual teachers’ moral cultivation.According to the performance and degree of passivation of teachers’ moral sensitivity,they can be divided into three types:active avoidance type,unconscious type and imperceptible type.Therefore,there are three possible ways to cultivate teachers’ moral sensitivity subjectively:improve teacher’s self-consciousness,sharpen teachers’ unique ethical knowledge,consciously pay attention to their own moral sensitivity in practice.
作者
褚红宇
CHU Hongyu(Nanjing Normal University,JiangSu 210097,China)
出处
《河南科技学院学报（社会科学版）》
2020年第2期1-7,共7页
Journal of Henan Institute of Science and Technology
基金
江苏省教育厅人文社科项目“当代教师职业道德心理结构的理论与实证研究”(2016SJB190004),主持人:刘春琼。
关键词
道德敏感性
道德敏感性钝化
自我意识
moral sensitivity
passivation of moral sensitivity
self-consciousness
