【作者】 沈辉香；

【导师】 何齐宗；

【作者基本信息】 江西师范大学 ， 教育学原理， 2006， 硕士

【摘要】 中小学教师的职业生存状况，是近年来教育工作者关注的热点问题。随着对基础教育质量新要求的提出，必然需要培育新型的教师，才能真正实现教育质量的提升。然而，教师真实的发展状态中所凸显的工具作用，越来越令人担忧。本文从“人文关怀”的角度论述教师的发展问题，目的是还教师以人的真实发展状态，并为教师生命质量的提升提出自己的策略建议。 人文关怀，就是立足于人的尊严、独立、自由的个性，给人的生存、发展以关注，培养高尚的人格，孕育人的创新能力，启迪人们的思维，提升人生的意义价值。它是对“人之为人”的生命本质的深刻领悟，是个人价值主体地位的发展和确立。人文关怀具体蕴涵着两个层次的内涵，即现实关怀和超越关怀。从人文关怀的角度界说教师发展，具有三个方面的作用：一是有助于关怀教师人性化的生命；二是有助于关怀教师发展中的生命；三是有助于关怀教师整体性的生命。由于教师职业的独特性，人文关怀对教师的发展带有明显的职业色彩，表现为以下四个特征：(1)尊爱生命；(2)彰显主体性；(3)回归生活；(4)追求崇高。本文关于人文关怀对教师发展的影响着重从两方面进行了探析：(1)人文关怀与教师职业的发展；(2)人文关怀与教师人格的发展。调查表明，教师的发展在人文关怀的缺失中迷失，内在的发展标准在外部规定中迷失，必然带来的是教师的异化。以人文关怀为基点，构建教师发展的有效策略，主要应当从两个方面着手：一是创造外在的人文环境；二是教师自我更新的人文理念。更多还原

【Abstract】 In primary schools and middle schools, the existing situation of teachers’ occupation is a hot issue that educational researchers have been paying attention to in recent years. Along with putting forward to the new- requested quality of the foundational education, it’s inevitable to train new style teachers, which is a real way to promote educational quality. However, the real development of teachers as a tool is highlighted, which makes people increasingly worry. From the "humanistic concern" perspective on the development of teachers, the purpose of this paper is to let teachers have the persons’ true development, and to point out the author’s suggestion on upgrading the quality of teachers’ lives.The humanistic concern is on the basis of respecting the persons’ dignity, independence and free characters. It concerns persons’ existing and development. It develops noble personalities and creative ability. It also inspires persons’ thought and promotes the value of persons’ lives. It’s hypostatic and deep to comprehend to the life of the "the person’s humanness". It is the establishment and development of the personal corpus position. It implicates two levels of structures: actuality concern and overstepped concern. From the aspect of the humanistic concern, the author’s view of teachers’ development includes three functions: First, it is beneficial to concern about teachers’ lives of humanization; Second, it is beneficial to concern about the lives of developing; Third, it is beneficial to concern about teachers’ whole lives. Because of the uniqueness of teachers’ occupation, the humanistic concern has obvious characteristics to teachers’ development. They manifested in the following four aspects: (1) respecting and loving lives; (2) presenting the corpus; (3)returning the actuality life; (4) pursuing lofty. This paper analyses teachers’ development influenced by humanistic concern as the following: (1)humanistic concern and teachers’ occupation development; (2)humanistic concern and the development of teachers’ personality. The author’s investigation shows that teachers’ development is enchanted because of the imperfection of humanistic concern. The interior development更多还原