| 论教师哲学的内涵建构 |
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| 引用本文： | 郭芳,朱旭东.论教师哲学的内涵建构[J].高等师范教育研究,2014(4):1-8. |
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| 作者姓名： | 郭芳 朱旭东 |
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| 作者单位： | [1]唐山师范学院教育学院,河北唐山063000 [2]教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心,北京100875 |
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| 摘 要： | 狭义而言，“教师哲学”指教师本体论，回答“教师本质是什么”的问题，关注教师逻辑主体“在”的本性与具有各种规定性的“在者”之间的关系。教师本体是一种以实现生命为目的善的逻辑主体，需要在与他者相对应的关系中界定自身性质，同时作为人的逻辑主体亦有着复杂的内在意识世界，因此教师“在”的本性包含三重基本维度，即实践、关系与精神。这三种本体存在如果要在现实世界中显现为“在者”，需要满足三种具体规定性，即意识基础、行动逻辑和实现路径。
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| 关 键 词： | 教师哲学 实践本体存在 关系本体存在 精神本体存在 |
Philosophy of the Teacher |
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| GUO Fang,ZHU Xu-dong.Philosophy of the Teacher[J].Teacher Education Research,2014(4):1-8. |
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| Authors: | GUO Fang ZHU Xu-dong |
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| Institution: | 1. Faculty of Education, Tangshan Normal College, Tangshan, Hebei, 063000, China; 2. Faculty of Education, Institute of Teacher Education, Beiing Normal University, Beijing, 100875, China) |
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| Abstract: | Philosophy of the teacher, in the narrow sense, means a theory about the teacher from the perspective of ontology, which answers the question about what the essence of the teacher is and focuses on the relationship .between the nature of being of the teacher＇ s logical subject and the beings of the teacher. The teacher＇ s being is a logical subject who has its own inner consciousness and regards life-realization for highest good, who needs to be defined the nature of itself among the others. The nature of the teacher＇ s being includes three dimensions, praxis, relationship and spirit. They have to satisfy three specific conditions such as the basis of awareness, logic of action and the way of realization to appear as the beings in the actual world. |
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| Keywords: | philosophy of the teacher practical being relational being spiritual being |
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