教育科学 ›› 2025, Vol. 41 ›› Issue (2): 17-23.

• 教育基本理论研究 • 上一篇    下一篇

作为关系性存在的教师道德及其建设路径重构*

蔡辰梅, 康米, 屈小漫   

  1. 广州大学 教育学院,广东 广州 510006
  • 出版日期:2025-03-15 发布日期:2025-04-08
  • 作者简介:蔡辰梅(1976- ),女,河北井陉人,广州大学教育学院教授,博士生导师,教育学博士,主要从事教师专业伦理研究;
    康米(1991- ),女,陕西西安人,广州大学教育学院博士生,主要从事教育基本理论研究;
    屈小漫(1993- ),女,湖北宜昌人,广州大学教育学院博士生,主要从事教师专业伦理研究。
  • 基金资助:
    *2023年度全国教育科学规划国家一般项目“面向未来的学校教育关系生态伦理重构研究”(BEA230069)

Teacher Ethics as Relational Existence and the Reconstruction of Its Development Pathways

Cai Chenmei, Kang Mi, Qu Xiaoman   

  1. School of Education,Guangzhou University,Guangzhou Guangdong 510006,China
  • Online:2025-03-15 Published:2025-04-08

RichHTML

2

PDF

73

摘要：

师德建设的系统筹划基于作为底层逻辑的教师道德认知。对教师道德本质的认知需要突破个体实在论而发现其作为关系性存在的本质:基于关系而存在,在关系中存在并且为了关系而存在。教师道德由共时性关系“涌现”和历时性关系“沉淀”的建构机制形成。基于此,师德建设的关系路径重构需从三方面着手:经由关系伦理启蒙而重构教师的道德观;以关系责任替代个体责任,进而构建多元主体参与的师德建设共同体;基于教师道德的关系嵌入性而实施网络干预模式。

关键词: 教师道德, 个体实在论, 关系性本质, 关系责任

Abstract:

The systematic planning of teacher ethics construction is grounded in the foundational logic of teachers’ moral cognition. The understanding of the nature of teacher ethics needs to go beyond individual realism,recognizing that its essence lies in relational existence,which means that it exists based on relationships,is sustained within relationships,and serves the purpose of relationships. Teacher ethics are formed through a construction mechanism in which they emerge from synchronous relationships and accumulate through diachronic relationships. Based on this,the reconstruction of the relational pathway for teacher ethics development should proceed from three aspects:redefining teachers’ moral perspectives through relational ethics enlightenment,replacing individual responsibility with relational responsibility to establish a multi-stakeholder community for teacher ethics development,and implementing a network intervention model based on the relational embeddedness of teacher ethics.

Key words: teacher ethics, individual realism, relational nature, relational liability

中图分类号: