摘要
师德——教师的自我修养是立德树人的重要保障,应该与师德规范相互配合,德法并进。中国传统文化中的修身明德思想,有助于启发当代师德修养的理论建构。先秦道儒的“离道失德论”与“修德明道论”、仁义礼智信五德思想以及“德”与“仪”的属性等,可以为当代师德修养提供一个有价值的机理框架。这个框架理论将信智礼三德作为师德修养的内在基础,分别对应落实于教师之“行”“听”“说”三仪,从而内外兼修。在此三德基础之上,教师公正之“义”和关怀之“仁”才更容易被自觉认同和持久生成,从而产生良好的效果。完善师德修养的保障机制方面,需要把握根本、上下联动,重视文化唤醒和自发成长的环境氛围,以传统文化阐释中的“新六德”为导向,有效构建起促进教师自我修养的文化支持机制和能量供给系统。
The self-cultivation of teachers’ morality is the important guarantee for the fostering virtue and cultivating people, which should interact with teachers’ moral norms, and go hand in hand with teachers’ morality. The idea of “self-cultivation and fostering virtue” in Chinese traditional culture is helpful to the theoretical construction of the moral cultivation of contemporary teachers. The doctrines of “deviating from the way and losing virtue” and “cultivating morality and understanding the way”, the thoughts of the benevolence, righteousness, courtesy, wisdom and faithfulness of the Pre-Qin Confucianism and Taoism and the attributes of “virtue” and “ceremony” can provide a valuable mechanism for the moral cultivation of contemporary teachers. The “internal cultivation of faithfulness, wisdom and courtesy, external use of righteousness and benevolence” enlightened by this theory can be used as the interpretation of the order and mechanism of teachers’ self-cultivation, that is, the three virtues of “faithfulness”,“wisdom” and “courtesy” are used as the internal basis for teachers’ moral cultivation, which respectively correspond to the implementation of teachers’“behavior”,“listening” and “speaking”, thereby, teachers can achieve their self-cultivation internally and externally. On the basis of these three virtues, the “righteousness” of teachers’ justice and the “benevolence” of teachers’ care are more likely to be consciously recognized and sustained, producing good results. In order to improve the guarantee mechanism of teachers’ moral cultivation, it is necessary to grasp the fundamental and up-and-down linkage, attach importance to the environmental atmosphere of cultural awakening and spontaneous growth, and taking the “new six virtues” in the interpretation of traditional culture as the guide, effectively construct the culture-supporting mechanism and energy-supplying system to promote teachers’ self-cultivation.
作者
刘峻杉
LIU Jun-shan(College of Elementary Education,Capital Normal University,Beijing 100048,China)
出处
《教师发展研究》
2019年第3期73-80,共8页
Teacher Development Research
基金
国家社科基金教育学一般课题“中国传统核心价值观与当代德育的共鸣融合”(BEA170110)
关键词
立德树人
师德建设
文化支持机制
修身明德
fostering virtue and cultivating people
the construction of teachers’ morality
culture-supporting mechanism
self-cultivation and fostering virtue
作者简介
刘峻杉(1981-),男,山东威海人,首都师范大学初等教育学院副教授,理学博士,主要从事教育学原理、中国传统教育哲学、传统文化教育研究。E-mail:saner6@163.com.
