小学教师职业内疚的现象学研究

发布时间：2018-02-03 15:24

本文关键词： 职业内疚体验现象学研究　出处：《江西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：教师在教化生命的过程中,也在经历着生命的起起落落。了解这许许多多的体验是现代基础教育变革的基点,也是理解教师内疚情绪的逻辑生长点。然而,在他们丰富的心灵中,职业内疚体验究竟是什么?职业内疚体验的内容是什么?职业内疚体验的本质是什么?因此,透过对内疚体验的现象学研究,我们以深度描述小学教师职业内疚体验的整体面貌,并将其作为切入点来展开研究,以丰富对自我和他人的理解,凝练教育智慧。本研究的目的旨在勾勒小学教师职业内疚体验的结构图示,以便理性地审视其对教育的影响与结果。本研究主要采用对话式访谈、观察和实物收集搜集资料,我们收集了小学教师的职业内疚体验故事,这些故事是以原初的深度描述的方式呈现出来。通过追溯辞源、主题分析,寻找小学教师关于人类职业内疚的结构与特质。研究发现,职业内疚的结构有以下一些:表现为自责,比如:生气的自责、恼怒后的自责、机械管理带来的自责、冤枉后的自责、对偏见的责备、粗心后的鄙视、良心的谴责;表现为追悔,比如:对错误的悔悟、无意伤害学生的后悔、心存侥幸的后悔、错怪的后悔、错发脾气的惭愧;表现为羞愧,比如:反思后的羞愧、无能的羞愧;表现为负罪,比如:着急的憋屈、排斥后的忧愁、“心疼”、责任感缺场的内疚、怒气后的心酸、怂恿学生作弊的内疚;表现为不安,比如:对受伤学生的怜悯、私事公办的内疚、冲动后的不安;现象学研究是对本质的研究——通过翔实的现象学分析,职业内疚的特质有这样一些特点——弥散性、次序性、道德性、内在性和智慧性。最后,通过教育学意义的探寻,探索适切的教师专业发展的路径——推进教师专业发展的“驱动器”;呼唤教师智慧地表达爱;催生人本情怀;促进教师求真求善;提高教师的道德自律意识;推动师生关系的改善。最后,根据研究结果,我们得出了一些结论:职业内疚折射出了丰富的教育资源;职业内疚表现为一种生活化的感受;职业内疚表现为道德的感化;职业内疚蕴含着智慧的要素。本研究提出的建议:积极调适内疚情绪的强度和类型;学会理性看待学生;砥砺“将心比心”的情绪体验。
[Abstract]:Teachers are also experiencing the ups and downs of life in the process of teaching life. Understanding these many experiences is the basic point of modern basic education reform and the logical growth point of understanding teachers' guilt. What is the professional guilt experience in their rich hearts? What is the content of the professional guilt experience? What is the nature of the professional guilt experience? Therefore, through the phenomenological study of guilt experience, we describe the overall appearance of professional guilt experience of primary school teachers in depth, and use it as a starting point to carry out the study, in order to enrich our understanding of ourselves and others. The purpose of this study is to outline the structure of primary school teachers' professional guilt experience in order to rationally examine its impact on education and results. Observing and collecting data, we collected the professional guilt experience stories of primary school teachers. These stories are presented in the way of the original in-depth description. Look for elementary school teachers about the structure and characteristics of human professional guilt. The study found that the structure of professional guilt has the following: self-remorse, such as angry self-blame, angry self-blame. The self-blame brought about by mechanical management, the self-blame after injustice, the blame for prejudice, the contempt for carelessness, the condemnation of conscience; For example, repentance for mistakes, no intention to hurt students regret, regret for luck, regret for fault, shame for the wrong temper; For example: the shame after reflection, the shame of incompetence; For example: anxious suffocating, rejection after sorrow, "heartache", sense of responsibility lack of guilt, anger after the heart, encourage students to cheat guilt; Show uneasiness, such as pity for injured students, guilt about private affairs, uneasiness after impulse; Phenomenological research is a study of essentialsThe characteristics of professional guilt have such characteristics as dispersion, order, morality, internality and intelligence through a detailed phenomenological analysis. By exploring the significance of pedagogy, this paper explores the appropriate path of teachers' professional development-the "driver" to promote teachers' professional development; Calling teachers to express their love intelligently; To give birth to human feelings; Promoting teachers to seek truth and good; Improve teachers' moral self-discipline consciousness; Finally, according to the research results, we draw some conclusions: professional guilt reflects a wealth of educational resources; Professional guilt is a feeling of life; Professional guilt is reflected in moral influence; Professional guilt contains the elements of wisdom. This study suggests: actively adjust the intensity and type of guilt; Learn to treat students rationally; To sharpen the emotional experience of "sharing one's heart with another's heart".
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G625.1

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