基于教师角色——教育过程公平的思考
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摘要
教育公平是教育领域永恒的话题,也是当今我国教育事业关注的重点。教育公平包含了三个层次:教育起点公平、教育过程公平和教育结果公平;而教育过程公平作为教育公平的重要组成部分,是每位教师最能切身把握的关键环节。本文立足于教师这一角色,总结影响教师教育过程公平的主要因素如下:(1)教师淡化教育过程公平的理念;(2)教师忽视教育过程中精神层面的公平;(3)教师遵循单一评价、优生从优的刻板模式。最后,文章提出了促进教师教育过程公平相应的策略。
The fairness of education is an eternal topic of educational field, and it is also the focus of educational field in China. The fairness of education contains three parts: fairness of the starting, fairness of the process and fairness of the result. As for the fairness of the process, it is a crucial part in the whole educational fairness since teachers can take measures to be fair during educational processes by themselves. Thus, based on the role of the teacher, this paper summarizes the main factors of unfairness in educational process and they may include: 1) Teachers don't have a clear concept of fairness of educational process; 2) Teachers ignore the spiritual fairness of educational process; 3) Teachers adopt the stereo type devaluation and care more about excellent students. Finally, this paper provides three strategies for promoting fairness in educational process.
The fairness of education is an eternal topic of educational field, and it is also the focus of educational field in China. The fairness of education contains three parts: fairness of the starting, fairness of the process and fairness of the result. As for the fairness of the process, it is a crucial part in the whole educational fairness since teachers can take measures to be fair during educational processes by themselves. Thus, based on the role of the teacher, this paper summarizes the main factors of unfairness in educational process and they may include: 1) Teachers don't have a clear concept of fairness of educational process; 2) Teachers ignore the spiritual fairness of educational process; 3) Teachers adopt the stereo type devaluation and care more about excellent students. Finally, this paper provides three strategies for promoting fairness in educational process.
引文
[1]钟祖荣.论教育过程公平的几个问题[J].北京教育学院学报,2012(5):14-20.
[2]T.胡森,T.N.波斯尔斯韦特.发展中国家的社会平等与教育扩张[M].张斌贤,等译.重庆:西南师范大学出版社,2006:489-491.
[3]杨莹.教育机会均等——教育社会学探究[M].台北:台湾师大书苑有限公司,1995:169-170.
[4]怀特海.过程与实在[M].杨富斌,译.北京:中国城市出版社,2003:13-15.
[5]沃尔夫冈·布列钦卡.教育科学的基本概念——分析、批判和建议[M].上海:华东师范大学出版社,2001:61-63.
[6]周洪宇.教育公平论[M].北京:人民教育出版社,2010:11-12.
[2]T.胡森,T.N.波斯尔斯韦特.发展中国家的社会平等与教育扩张[M].张斌贤,等译.重庆:西南师范大学出版社,2006:489-491.
[3]杨莹.教育机会均等——教育社会学探究[M].台北:台湾师大书苑有限公司,1995:169-170.
[4]怀特海.过程与实在[M].杨富斌,译.北京:中国城市出版社,2003:13-15.
[5]沃尔夫冈·布列钦卡.教育科学的基本概念——分析、批判和建议[M].上海:华东师范大学出版社,2001:61-63.
[6]周洪宇.教育公平论[M].北京:人民教育出版社,2010:11-12.