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| 他者性视阈下幼儿教师教育惩戒的核心要义与价值取向 |
| Other sex regards the ability, difficulty and necessity of early childhood education punishment |
| 投稿时间：2024-06-03 修订日期：2024-06-18 |
| DOI： |
| 中文关键词: 他者性视阈 幼儿教师教育惩戒：责任回应 |
| 英文关键词: other visual threshold preschool teacher education punishment responsible response |
| 基金项目:本文系教育部中华优秀传统文化专项课题(A类)重点项目(尼山世界儒学中心/中国孔子基金会课题)“孔子人格教育思想与新时代家教家风建设研究”(编号:23JDTCA029),国家社会科学基金“十三五”规划教育学青年项目“幼儿园教师专业伦理风险的生成及防范研究”(编号:CHA190273)的研究成果。 |
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| 中文摘要: |
| 为厘清幼儿教师教育惩戒问题，立足于列维纳斯的他者性理论基础，采用课堂志与参与式观察对幼儿教师教育惩戒问题进行深入探究。研究发现：幼儿教师教育惩戒存在主体性与他者性的认知偏差，教育惩戒陷入“极端中心”的风险；他者性责任意识的匮乏，惩戒陷入教师倾听与回应能力的弱化；他者主体性地位的漠视，惩戒陷入师幼关系地位势差失衡的实践困境。为此，教师应以师幼的自我超越为宗旨，规避惩戒的“极端中心”风险；以倾听—言说为手段，强化惩戒中教师对他者的责任回应；以尊重幼儿的他者地位为前提，平衡师幼关系的地位势差。 |
| 英文摘要: |
| In order to clarify the problem of preschool teachers’ educational punishment, based on the theory of Levinas’ otherness, classroom records and participatory observation are used to deeply explore the problem of preschool teachers’ educational punishment.The findings are as follows: the cognitive deviation between subjectivity and otherness exists in preschool teachers’ educational punishment, and the risk of educational punishment falling into “extreme center”; The lack of consciousness of other responsibility leads to the weakening of teachers’ ability to listen and respond.The disregard of the other’s subjective status leads to the practical dilemma of the imbalance between the status of teacher-child relationship.Therefore, teachers should take the self-transcendence of teachers and children as the purpose to avoid the risk of “extreme center” of punishment; By means of listening and speaking, teachers should strengthen their response to others’ responsibility in punishment. On the premise of respecting children’s other status, balance the status of teacher-child relationship. |
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