论自媒体时代高职院校主体间性师生关系的建构
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摘要
高职院校师生关系具有"师生""师徒"双重属性。自媒体时代,高职院校的师生关系发生了变化,表现为:教师权威身份的弱化;学生主体意识的觉醒;师生交往的扭曲及异化。在此背景下,需重构高职院校的师生关系:教师职业角色从"供给本位"转向"需求本位";师生交往方式从"自说自话"转为"平等对话";学生发展观从"片面发展"走向"全面发展",从而形成平等交往的主体间性师生关系。
The relationship between teachers and students in higher vocational colleges has the dual attributes of "teacher and student" and "master and apprentice". In the era of We Media, the relationship between teachers and students in higher vocational colleges has changed, which is manifested in the following aspects: the weakening of teachers' authority; the awakening of students' subjective consciousness; distortion and alienation of teacher-student communication. In this context, it is necessary to reconstruct the teacher-student relationship in higher vocational colleges: teachers' professional role moves from " supply-based" to "demand-based"; the communication mode of teachers and students should be changed from "speaking from one's own" to "equal dialogue"; the development view of students should be changed from "one-sided development" to "comprehensive development", thus forming the inter-subjectivity teacher-student relationship of equal communication.
The relationship between teachers and students in higher vocational colleges has the dual attributes of "teacher and student" and "master and apprentice". In the era of We Media, the relationship between teachers and students in higher vocational colleges has changed, which is manifested in the following aspects: the weakening of teachers' authority; the awakening of students' subjective consciousness; distortion and alienation of teacher-student communication. In this context, it is necessary to reconstruct the teacher-student relationship in higher vocational colleges: teachers' professional role moves from " supply-based" to "demand-based"; the communication mode of teachers and students should be changed from "speaking from one's own" to "equal dialogue"; the development view of students should be changed from "one-sided development" to "comprehensive development", thus forming the inter-subjectivity teacher-student relationship of equal communication.
引文
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[5]朱松柏.基于主体间性以人为本的德育转向[J].中国教育学刊,2015(8):53-54.
[6]保罗·弗莱雷(Paulo Freire).被压迫者教育学30周年纪念版(修订版)[M].顾建新,等,译.上海:华东师范大学出版社,2014.
[7]闫亮亮.重塑与建构:马克思主义主体间性视阈下的高校深度辅导工作[J].北京教育(高教),2019(1):101-103.
[8]陈志勇.“圈层化”困境:高校网络思想政治教育的新挑战[J].思想教育研究,2016(5):70-74.
[2]夏英.职业教育师生关系历史演变的社会学分析[J].中国职业技术教育,2014(20):59-62.
[3]李星蕾,刘云生.传统中国“师徒如父子”隐喻及其伦理关联——师生关系之传统塑造及现代转型[J].十堰职业技术学院学报,2010(2):15-19.
[4]冯建军.主体教育理论:从主体性到主体间性[J].华中师范大学学报(人文社会科学版),2006(1):116-120.
[5]朱松柏.基于主体间性以人为本的德育转向[J].中国教育学刊,2015(8):53-54.
[6]保罗·弗莱雷(Paulo Freire).被压迫者教育学30周年纪念版(修订版)[M].顾建新,等,译.上海:华东师范大学出版社,2014.
[7]闫亮亮.重塑与建构:马克思主义主体间性视阈下的高校深度辅导工作[J].北京教育(高教),2019(1):101-103.
[8]陈志勇.“圈层化”困境:高校网络思想政治教育的新挑战[J].思想教育研究,2016(5):70-74.