【作者】 韩玉；

【导师】 易连云；

【作者基本信息】 西南大学 ， 高等教育学， 2010， 博士

【摘要】 拥有意义,教师不会埋怨物质待遇不公,不会因工作环境不好而自暴自弃,不会因他者的非议而放弃教育创新,意义的召唤产生永恒的动力,昭示教师在教育劳动中逐渐丰盈人性,酣畅淋漓的表现自我,教师将教育生活作为人生的重要组成部分来创造、体验、充盈、完善,意义润泽了教师的生命、充盈了教师的教育生活。每一位教师都在教育劳动中追求意义,以意义世界的创造舒展生命、提高生活质量,意义的召唤使得教师德性的生长更为自主、自然。然而,探索意义的“林中的小路”总是显而又隐,隐而又显,在意义的解蔽与澄明中,教师也许会遭遇挫折、也许会脆弱、迷惘、徒劳、盲目,当教师意义世界失去“意味”或退隐后,教师职场师德问题凸显,教师意义世界失落与师德问题凸显这一教师职场的不良症候警示师范大学要关注道德教育中的意义问题。由于免费师范生怀着不同的动机选择免费教育,文本契约和隐性心理契约的矛盾时刻夹击个体对意义的追求,部分学生固守意义经验,无法体悟教师职业的意义和价值,很难将教师职业意义和价值与自我人生意义和价值统一起来,依托教师职业实现人生价值。教师自我认同偏失,免费师范生无法理解、接受、认同“被规划”的未来,领会不到国家赋予的荣誉、责任和期望,对未来充满迷惘、困惑,生活被无奈、空虚充斥着,丝毫体验不到当下生活的意义。还有部分学生看好免费教育的“利”对个人利益的保障而选择了免费教育,免费教育的优越消弭了追求意义的意识和意志,道德价值观世俗化、功利化,个体将职业当作谋生的手段,以教书匠的稳定、安逸怡然自居,难以体悟教师职业意义的“意味”,达至优秀教师的人生境界,自我完善缺乏内在动力。为帮助个体走出意义迷惘状态、唤醒生命自主成长,成就“优秀教师和未来教育家”,现行师范大学必须关注德育,关注道德教育中的意义问题。通过调查发现现行师范大学德育中存在关怀失落的问题,部分免费师范生主体性缺失,处于意义迷惘状态。为唤醒生命使之呈现积极的生命情态,焕发德育的生机或活力,需要重拾意义关怀。关怀式道德教育将价值引导和德性自主建构统一起来,通过精神关怀启迪、引领个体成为道德自我、职业自我,理想的最优自我,将个体导向“善”、为个体成长提供驱动力和升华力是师范大学关怀式道德教育的出发点和归宿。为避免精神关怀与生命的摩擦,重拾关怀,需要提高德育关怀的信度、深度。和谐德育以关怀生命为价值取向,以“至善”为理念,以精神关怀深度关怀生命。大学德育依据道德践履与意义世界建构的关系,力促免费师范生和意义相遇,引导他们迈向教师的意义世界。道德的践履和意义世界的创造相辅相成,没有道德保障的意义不称其为意义,意义世界的创造失去了“意味”,甚至变成低级趣味,没有意义的道德也只是抽象的道德信条。德性的生长保障和呵护了意义世界的创造,在意义的追寻和意义世界的创造中,个体明晰职业追求,教师德性的生长更为自主、自然,道德和意义与生命相遇产生巨大的驱动力和升华力。大学德育思入教师的意义世界,就是要从教师意义世界的构建中提炼一种精神,让预从事教师职业的人从中受到感染、教育、启发,明了他们所选择的职业的浪漫、神圣、崇高,昭示未来教师在意义世界的创造中提升境界、完满人生。“相遇”润泽了生命,沐浴在“相遇”的精神气息中,未来教师的教育人生虽充满劳绩,却充满诗意。重拾德育关怀,需要有新的构想。首先,构建整体意义教育情境,为生命和意义相遇搭建平台。建构整体意义教育情境需要树立德育资源意识,整合德育资源形成意义关怀的合力。整合德育课程,整合学校人力资源,挖掘家庭、社会中的德育资源,构建一个开放式大德育格局,整合德育资源的过程也是德育不断开放、回归生活德育的过程。其次,为确保德育过程中意义关怀的实施,需要构建一支高师德素质的教师队伍。转型期师德建设环境的变化、免费师范生人才培养目标的要求,迫切需要教师教育者重塑师德,教师教育者德性之真、德性之善、德性之美使之具备意义关怀的意识和能力,在学校新师德建设的推动下,教师教育者在精神关怀的给予和接受中开始创造诗性教育人生。重拾德育关怀关键是要在德育过程中实施互动式意义关怀,具体表现为,其一,通过教材文本回复知识的意义,使之成为引领意义探究的工具。以整合课程观观瞻大学学科课程,通过大学教材文本回复知识的意义,使知识生命意义化,在专门道德教育课程以及教师教育课程教材文本中诠释道德践履与教师意义世界建构的关系,以便个体从各个视角理解意义。教材文本向师生诉说着生命与意义相遇对生命的呵护与润泽,无声的召唤个体走进教材文本与之“对话”,启迪个体在知识意义的建构中改造、超越、提升意义经验的“知”,能动的引领、作用德育过程和个体的生命实践。教材文本对知识意义的回复,为德育精神关怀的展开、关怀与公正之间关系的弥合打下基础；其二,促进意义经验的改造和完善,在德育课堂教学中帮助个体澄清意义的合理意涵。将课堂教学看作师生人生的一段生命经历,选择和创设情境、提升对话的品质,在课堂教学的意义世界中,培养个体的价值选择、评价能力,引发个体获得积极的情感体验,强化个体对意义的认知,树立正确的意义观,为个体从各个视角体悟意义提供方向性和动力支持；其三,通过实践性教学帮助个体证悟意义。为延续德育课堂教学中意义经验重组的成果,促进意义经验的持续重组和完善,德育从师范大学教情出发,在教育实践中结合“师导生创”教学模式进行道德体悟教育,引领个体证悟意义,从当下开始接受“相遇”的昭示,充实和完善自我。其四,优化校园道德文化,以氛围育德。为突出德育的实践性和渐进性,营造优秀的校园道德文化,个体徜徉在意义世界,潜移默化的接受意义的熏陶、感染。其五,构建学校主导的“三位一体”德育网络,学校、家庭与社会的积极互动,持续关怀,延续、强化、巩固学校德育的成果。关照学生的生活世界,与家庭、社会德育对接,防止家庭、社会的消极因素“修正”个体的意义经验,形成意义关怀的合力,丰富学生有意义学习经历。德育回归生活世界,回到个体生活的境遇、经验、体验中,在报恩家庭、报效祖国的关怀行动中,个体与他者、世界产生情感共鸣、共震,在积极的情感体验中体悟成为人的尊严、价值和意义,从当下做起,从自然关怀走向伦理关怀。德育的关怀敞亮了个体的意义视域,启迪引领个体领受“相遇”的昭示,从当下做起,以“相遇”为驱动力和升华力,走向道德自我、职业自我、理想的最优自我。在教师意义世界的创造中,人生境界的提升与教师幸福人生的创造浑然一体,他们成为教师类生命的独特展现者,在意义教育人生的追寻中,德育的关怀成就了完整的人,将人导向美好生活。更多还原

【Abstract】 A teacher who has the pursuit of meaning will not complain the unfair material treatment he receives, neither will he give up on themselves simply because of poor working conditions, he will not give up the pursuit of educational innovation because of others’ criticism. The calling of meaning generates eternal driving force, calling upon teachers to gradually enrich human nature in the process of education, and to express the self heartily. Teachers create, experience, enrich and perfect the educational life because they view it as an important part of their own life. Meaning moistens the lives of teachers and enriches their educational life.Every teacher pursues for meaning in educational work, they stretch their lives and improve the quality of life through the creation of meaning world, the calling of meaning enables the growth of teacher’s morality in a more autonomous and natural way. However, the"forest path"of exploring the meaning sometimes tends to be obvious yet hidden, while hidden yet obvious for other time. In the process of uncovering and clarification, teachers may suffer setbacks or perhaps be fragile; they may feel lost or perhaps be blind. When the world of meaning loses its significance or retreats, the issue of teacher’s virtue in their career highlights, such a negative symptom in the teaching career warns normal university to pay close attention to the issue of meaning in moral education.As normal students choose free education with different motivations, the conflict of text contract and implicit psychological contract always cause impact on individual pursuit of meaning. Some students cling to experience meaning, therefore can not understand the meaning and value of teaching profession, it is rather difficult for them to integrate the meaning and value of teaching profession with that of individual life. If simply relying on the teaching profession to achieve one’s individual value of life, teachers’ self-identity may then deviates, they can not understand, accept or agree the "planned future" which is ready for them, they can not fully understand the honor, responsibility and expectation given by the country, they are full of sense of loss and confusion towards future, their life is therefore filled with helplessness and emptiness, they can by no means fully experience or understand the meaning of current life.There are some other students who choose free education because of its "profit" may have protection on their individual interests, the superiority of free education eliminates the consciousness and willingness of pursuing for meaning, moral values become secular and utilitarian, the individuals take career simply as means of livelihood, they feel contented with the stability and ease of being a teach-book-smith, they can’t feel truly the "significance" of teaching profession, and can’t reach the realm of life of outstanding teachers. They lack internal motivation of self-improvement. To help the individuals walk out of the status of feeling lost, wake up the independent growth of life, and cultivate "outstanding teachers and future educators", present normal university must pay close attention to moral education, and the issue of meaning within it.We find from the survey that the breaking of current moral education and meaning education in normal university, the lack of attention to meaning in moral education lead to the loss of moral caring. The lack of guidance for free normal students lose the support of correct view of meaning, the "moral framework" in teachers’ self-identification is imperfect, they can not understand the meaning of moral caring or fulfill caring in their behavior, hence the loss of moral caring inevitably results in friction between life and moral education, which causes the latter a substantial recession.As we find from the survey, there exists the loss of caring in current moral education of Normal University. Some free normal students are in the state of meaning confusion due to the loss of active oneself. To wake up a positive performance as life should presents, and enable moral education to radiate its vigor and vitality, we should re-embrace meaning caring. The caring moral education integrates value guidance and moral self construction, through spiritual caring, it enlightens and guides the individual to become moral self, professional self and the ideal perfect self. It is the starting point and destination of meaning caring in normal university moral education that it directs the individual to the orientation of "goodness" and provides driving force and sublimation force for personal growth.Harmonious education takes caring life as its moral orientation and "supreme goodness"as its concept, and takes an in-depth caring for life by spiritual caring. To avoid the friction between meaning caring in moral education and life, we should improve the reliability and depth of meaning caring. According to the relationship between moral practice and construction of meaning world, university moral education should try to enable free normal students to meet with morality and meaning and therefore leads them to walk into the meaning world of teachers. Moral practice and the construction of meaning world supplement each other, meaning without the guarantee of morality does not deserve the name of meaning, the creation of the world loses its "significance", or even drops to low tastes; morality without meaning is also just abstract moral creeds.The growth of morality guarantees and protects construction of meaning world, in the pursuit of meaning and the creation of the meaning world, the growth of teachers’ morality becomes more autonomous and natural, moral and meaning meet with life and therefore produces enormous driving force and sublimation force. University moral education enters the meaning world, it is to extract a kind of spirit from the construction of it, so that those who plan to take teaching as a profession are inspired, educated and enlightened, hence truly understand the romance, sacredness and nobility of their chosen career, encouraging future teachers to enhance their vision and perfect their life. "To Meet with" enriches life, bathed in whose spiritual atmosphere, the educational life of future teachers, though full of merits through great efforts, it is yet full of poetic sense.New vision is needed to re-embrace moral caring. First of all, construct overall meaning education context and establish a platform for life and meaning to meet with each other. We should cultivate our awareness of moral education resources and integrate them into a combined force. Moral education courses and human resources of the university should also be integrated, and we should search for moral resources in both family and society, construct an open and great pattern of moral education. The process of constructing overall meaning educational resources is also the process of moral education becoming constantly open and returning to life moral education. Secondly, to ensure the practice of meaning caring in moral education, it is necessary to build up a team of teachers with high quality of ethics. The change of teacher’s morality construction environment in transitional period, and the requirements of personal training objectives of free normal students pose the urgent need for teachers and educators to reshape teacher ethics. The moral trueness, goodness and beauty of teachers and educators enable them to have awareness and ability of moral caring. Pushed by the construction of new teachers’ ethics, the teachers and educators, in the giving and receiving of spiritual caring, start to create poetic educational life. The key to re-embracing moral caring is to practice an interactive meaning caring in the process of moral education; its concrete expressions are as follows.First, replying the meaning of knowledge through textbooks, and enabling it to become a tool in exploring meaning. Taking integrated curriculum concept in viewing university curriculum, and through the textbook replying to the meaning of knowledge, interprets the relationship between moral practice and the creation of meaning world in specialized moral education curriculum and teacher education curriculum, so that individuals can understand meaning from each and every perspective. Textbooks tell teachers and students the caring and moisture it brings to life when morality meets with meaning, making a silent call on individuals to walk into textbooks and initiate "dialogues" with him, enlightening the individuals to transform, surpass and enhance the "awareness" of experience meaning, and play an active leading role in the process of moral and individual life practice. The reply of textbooks to meaning of knowledge lays foundation for the extension of moral spiritual caring, the bridging of relationship between caring and justice.Second, it is to promote the transformation and improvement of experience meaning, help to clarify the reasonable connotation of meaning in the teaching of moral education curriculum. To view the classroom teaching as a life experience of both teachers and students, and in the meaning world of classroom teaching, select and create situations to improve the quality of dialogue, cultivate individual ability of value selection and evaluation, encourage a positive emotional experience of the individual, strengthen individual understanding of meaning, establish a correct view of meaning, and provide direction and dynamic support for individuals to understand meaning from every perspective of moral education curriculum and life practice. Third, enlighten the individual to understand meaning through practical teaching. To sustain the outcome of restructuring experience meaning in moral education in classroom teaching, and to promote continued restructuring and improvement of experience meaning, moral education bases itself on the actual teaching condition, and integrates the teaching mode of "Teachers guide, students create" in teaching practice, understanding moral education in teaching, leading the individual to understand meaning, starting from the time being to accept the calling of "Meeting with " and to enrich and improve the self.Fourth, optimize campus ethical culture and cultivate morality through good atmosphere. To highlight the practical and progressive nature of moral education, create good ethical culture in university, so that individuals may roam in the meaning world, unconsciously influenced by meaning.Fifth, construct the trinity moral system with university playing the leading role, the positive interaction and sustainable caring of university, family and society establish the platform of "Meeting with", so as to sustain, strengthen and consolidate the outcome of school moral education. School moral education cares for students’ living world, which matches moral education in family and society, preventing negative factors of family and society correcting the meaning experience of individuals, moral education return to the living world, and forms a combined force of meaning caring, enriches meaningful learning experiences of students. Moral education return to the living world, and to the situation and experience of individual life, in student’s expression of gratitude towards the family and serving the country with their caring behaviors, it generates resonance between them and others as well as the society. In the positive emotional experience, they can fully understand human dignity, value and meaning. Starting from the time being, they proceed from natural caring to ethical caring.Moral caring provides a clear meaning vision for individuals,enlightens and leads the individuals to receive and accept the calling of "Meeting with", taking it as the driving force and sublimation force from the time being, the individual approaches the moral self, professional self and the ideal perfect self.In the creation of teachers’meaning world,the enhancement of life realm perfectly integrates with the happy life of teachers; they therefore become the unique presenter of teachers’ life.In the pursuit of meaning educational life,the caring of moral education enables a complete person, and leads people towards a better life.更多还原