破除和谐师生关系景观化的迷思

Overcoming the Myth of Landscaping in Harmonious Teacher-Student Relationships

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摘要和谐师生关系意指师生间、师生与教育环境间达成的协调统一关系。通过解放固有角色、注重发展过程、体会交互共生,构筑了和谐师生关系的理想样态。和谐师生关系能够促进学生整全发展,驱动教师个体成长,推动教与学的共同进步。但以“有意识的表演和作秀”为特征的景观化现象瓦解了师生关系异质性的发展内核,致使学生的主体性假象被推崇、师生关系的发展过程被虚化、师生关系的育人价值被遮蔽,偏离了和谐师生关系的真实向度。超越景观化现象需复归其中具体的“人”,除了从师生的内在视角提出可行方案,还需要家庭、学校、社会协力共助,通过唤醒师生主观意识与过程性思维,达到和谐师生关系的自主、自觉发展,在彰显育人价值、营造健康氛围的过程中走出和谐师生关系景观化的局限。 Harmonious teacher-student relationships refer to the coordination and unity achieved among teachers and students,as well as between teachers,students,and the environment.By liberating from predefined roles,emphasizing the developmental process,and embracing interactive symbiosis,teachers and students construct an ideal model of harmonious teacher-student relationships.Such relationships facilitate the holistic development of students,propel the individual growth of teachers,and drive mutual progress in teaching and learning.However,the phenomenon of landscaping,characterized by “conscious performance and showmanship,” erodes the heterogeneous developmental core of teacher-student relationships.This results in the elevation of a false illusion of student subjectivity,the virtualization of the developmental process of teacher-student relationships,and the obscuring of the educative value of these relationships,deviating from the authentic dimensions of harmonious teacher-student relationships.To transcend landscaping,a return to the concrete “human” elements is required,in additon to proposing feasible solution from the inner perspective of teachers and students necessitating collaborative efforts among families,schools,and society.This involves awakening the subjective consciousness and process-oriented thinking of teachers and students,achieving the autonomous and self-aware development of harmonious teacher-student relationships.Through highlighting the educational value and fostering a healthy atmosphere,we can break free from the limitations of the landscaping of harmonious teacher-student relationships.

作者钱欣雨魏善春 QIAN Xinyu;WEI Shanchun(Nanjing Normal University,Nanjing,Jiangsu 210000,China)

机构地区南京师范大学

出处《现代教育科学》 2024年第3期114-120,共7页 Modern Education Science

基金教育部人文社会科学研究规划基金项目“理念与行动:基于过程哲学的学校课堂变革新图景”(项目编号:17YJA880075)。

关键词和谐师生关系景观化过程性意识共生共长教育的可持续发展 harmonious teacher-student relationships landscaping process consciousness symbiosis and co-growth sustainable development of education

分类号 G456 [文化科学—教育技术学]