“五味杂陈”：中职生尊严感的多向度表达

【作者】 张莉；

【导师】 冯建军；

【作者基本信息】 南京师范大学 ， 教育学原理， 2020， 硕士

【摘要】 尊严是人的一种精神诉求,是否体验到尊严直接关系到个体的生存状态和生活质量。无论是从学校教育生活构成了学生生活最主要的部分,还是从教育作为一项育人事业来说,尊严都应该成为教育的价值追求,使学生在体验尊严中成长为有尊严感的人。然而,中职教育和中职学生虽然被国家政策给予重视却被社会看低。针对中职生被社会歧视的现象,本研究关注中职生的尊严感,旨在了解中职生对尊严的理解、中职生的尊严感状况,从而揭示影响中职生尊严感的因素,并探讨维护和提升中职生尊严感的可能性。本研究采取质的研究方法,以Y职业中专的学生为例,通过以访谈为主,观察为辅的方法,呈现了中职生的尊严感状况。中职生的尊严感部分体现为健康的尊严感,所在学校优质的物理环境、严格的管理、显著的教育成果和良好的师生、同学关系让中职生对学校产生认可,并以作为学校的一分子而自豪,与接受普通教育相比的更高的考上大学的几率、所学知识的专业性和对技能的掌握让中职生对接受职业教育充满自信,更为重要的是,进入中职后取得的进步也让中职生获得了尊严感。但是,部分中职生的尊严感却以扭曲的形式表现出来,他们以树立与学生身份不符的形象彰显自己的本事,以制造权力等级享受欺负他人的威严感,以打架等不合理的方式维护尊严感,总而言之,这部分学生以有违校纪校规和社会主流价值的问题行为为荣,甚至以践踏他人的尊严为尊严。有践踏他人尊严的人存在就有受害者存在,被欺负是中职生尊严感失落的重要表现之一,除此之外,教师的羞辱、家长的贬损和外界的歧视也体现了中职生尊严感的失落。健康、扭曲、失落的尊严感是中职生尊严感的多向度表达,此外,多向度还体现在中职生的尊严感并非总是与客观的尊严状况相匹配,既有对缺乏自尊的不自知也有对不被尊重的漠视。这都体现了中职生尊严感的“五味杂陈”。中职教育自身地位的争议性、教育者教育实践的双面性和学生的个体差异性是中职生尊严感“五味杂陈”的原因所在。据此,维护和提升中职生的尊严感需要从维护和提升中职教育的尊严、改变教育者的教育实践、提升中职生的自尊三个方面展开:从维护和提升中职教育的尊严来说,中职教育自身要维护其职业性价值和教育性价值,政府要为中职教育的质量攻坚营造良好的支持环境,社会要认可职业教育的独特价值;从教育者的角度来说,教育者在日常教育实践中要避免羞辱学生,并尊重和关爱学生,教会学生自尊和尊重他人;从中职生对尊严的自我维护来说,中职生要维护自身的内在价值和权利,追求自我实现,维护自身的道德性。更多还原

【Abstract】 Dignity is a kind of spiritual demand of every individual.Whether each individual feels dignified or not is directly related to their living conditions and quality of life.No matter from the perspective of school life as the most important part of students’ life,or from the perspective of education as an undertaking of cultivation,dignity should be the value pursuit of education,so that students can grow into dignified individuals in the experience of dignity.However,Secondary vocational education and secondary vocational students are valued by the national policy but are looked down upon by the society.For Social discrimination against secondary vocational students,this study focuses on their sense of dignity,aiming to understand their understanding about dignity and manifestations of their sense of dignity,so as to reveal the factors influencing their sense of dignity,and to explore the possibility of maintaining and improving the sense of dignity.This study adopts qualitative research methods,taking the students in school of Y as an example,by interview and observation,to present the sense of dignity of secondary vocational students.Secondary vocational students’ sense of dignity is partly reflected as a healthy sense of dignity.The high quality physical environment,strict management,outstanding educational achievements and good interpersonal relationship make them recognize the school and take pride in being part of the school.Compared with receiving the general education,the higher probability of entering university,the professionalism of knowledge and the mastery of skills make them full of confidence in receiving vocational education.More importantly,the progress made after entering the secondary vocational school makes them gain a sense of dignity.However,some students’ sense of dignity is shown in a distorted form.They demonstrate their abilities by establishing an image that is inconsistent with their students’ identity,enjoy a sense of authority of bullying others by creating a power hierarchy,and maintain sense of dignity with unreasonable ways such as fighting.In a word,these students are proud of their behaviors that violate the school rules and the mainstream values of the society,and even take trampling on the dignity of others for dignity.If there are people who trample on the dignity of others,there are victims.Being bullied is one of the important reasons for the loss of sense of dignity of secondary vocational students.In addition,the humiliation from teachers,the derogation from parents and the discrimination from other people will also cause damage to their sense of dignity.The coexistence of healthy sense of dignity,distorted sense of dignity and lost sense of dignity are the multi-dimensional expression of the sense of dignity of secondary vocational students.In addition,the multi-dimensional characteristics is reflected that students’ sense of dignity is not always matched with their objective dignity situations.Students lack self-respect and neglect that they are not respected.These reflect mixed sense of dignity of secondary vocational students.The reason for mixed sense of dignity lies in the controversial status of secondary vocational education itself,the duality of educators’ educational practice and the individual differences of students.Therefore,the maintenance and promotion of secondary vocational students’ sense of dignity needs to be carried out from the following three aspects: maintaining and promoting secondary vocational education’s dignity,changing educators’ educational practice,and promoting secondary vocational students’ self-esteem.In terms of maintaining and improving the dignity of secondary vocational education,secondary vocational education itself should maintain its professional and educational value,the government should create a supporting environment for improving the quality,and the society should recognize the unique value of vocational education.From the perspective of educators,they should avoid humiliating students,respect and care for students,teach students self-respect and respect others.In terms of self-improvement of dignity,secondary vocational students should maintain their own intrinsic value and rights,pursue self-realization and maintain their own morality.更多还原