【作者】 郑莉；

【导师】 卓杰； 宋承惠；

【作者基本信息】 西北师范大学 ， 教育硕士（专业学位）， 2022， 硕士

【摘要】 思想品德课程是一门以初中学生生活为基础、以引导和促进初中学生思想品德发展为根本目的的综合性课程,承担着立德树人的关键任务。课堂作为师生对话的教育场所,教师表扬语必然成为其重要的组成部分。随着二十世纪初期现象学被引入教育领域,教育现象学研究立足于“在适当的时间,在适当的场所,面向适当的人,为了适当的目的,采取适当的行动”的体验,重在强调教育应该立足于具体的教育实践场所,关注教师和学生在教育情境中的具体体验;重视通过教育反思从经验到理论的自下而上的研究方法,旨在调和理论与实践之间的差距,为此,本研究尝试从学生的体验出发,通过学生对道德与法治课教师表扬语的体验,以具体故事进行直观现象的描述,追问体验故事背后的本质意义,最后进行教育反思,将理论研究与实际分析结果相结合,从自诚明走向自明诚,即从语言走向人再从人走向语言的过程,来审视教师表扬语的教育蕴意。本研究基于笔者在L市W中学的教育实习过程中,以七年级学生作为研究对象,在现象学态度与方法的指引下,对道德与法治课教师的表扬语带给学生的体验现状进行了深入的考察,研究中选取了学生体验素材中具有代表性的一些教育故事,借助一学期深入教育现场的机会,了解他们的生活世界,倾听他们的心声,站在第三者的角度试图对这种教育现象进行真实描述是本研究的第一部分。本研究的第二部分主要呈现道德与法治课教师的表扬语带给学生的具体体验,主要表现为:1.教师表扬语能够让学生建立自尊、获得自信;2.积极的表扬语传递真善美的信号;3.起到代替父母的角色;4.表扬语的发出忽视对学生体验感受的关注;5.利益驱动下的“功利性”表扬容易让学生滋生浮躁心理,干扰学生的注意力;6.缺乏特色和活力的表扬语丧失对学生的吸引力;7.积极的表扬也会使学生处于窘迫的状态;8.表扬语的实施缺乏对生活世界的关注等。本研究的第三部分重点站在以上研究发现的基础上,重新审视教师表扬语实施的教育意义。产生以上表现的最直接原因在于教师表扬语的发出忽视了学生主体性的存在、忽视了学生除学校以外的生活世界。在教师表扬语的给予中不能只是教师单方面地传递信息,因此,教师表扬语的实现要凸显学生作为整体人的存在,包括关注学生的独特性和差异性、尊重学生的主体性;其次,教师表扬语的实现在于关注学生的生活世界,包括要了解学生充满可能性的世界并理解学生;最后,教育者本身要在实践中形成反思力,在理论与实践之间搭建起一座桥梁来灵活应对复杂的表扬个体和表扬情境。最后,基于本研究进行了几点思考,运用现象学视角研究教育问题,要做到:1.体验学生的体验;2.对学生的生活进行教育反思;3.发挥教育机智,做“智慧的实践者”。更多还原

【Abstract】 Ideological and moral course is a comprehensive course based on the life of junior middle school students,which plays a guiding and promoting role in the ideological development of junior middle school students and undertakes the key task of establishing morality and cultivating people.As an educational place for teacher-student dialogue,teacher praise must become an important part of the classroom.With the introduction of phenomenology into the field of education in the early 20 th century,the research of educational phenomenology is based on the experience of "facing the right people at the right time,in the right place,and taking the right action for the right purpose".It emphasizes that education should be based on the specific educational practice place and pay attention to the specific experience of teachers and students in the educational situation;Emphasis on the bottom-up research method from experience to theory through educational reflection,aiming to reconcile the gap between theory and practice,for this reason,this research attempts to start from the students’ experience and through the students’ experience of the teachers’ praise language of ethics and the rule of law,through students’ experience of teachers’ praise words in morality and rule of law,describe the intuitive phenomenon with specific stories,ask the essential meaning behind the experience stories,and finally carry out educational reflection,combining theoretical research with practical analysis results,from self-honesty to self-confidence,that is,the process from language to people and then from people to language,to examine the educational implication of teachers’ praise.Based on the author’s educational practice in W middle school in L city,this research takes seventh grade students as the research object,under the guidance of phenomenological attitudes and methods,the current situation of the students’ experience of the teacher’s praise of ethics and the rule of law conducted in-depth investigations,In the research,some representative educational stories in the students’ experience materials are selected.With the opportunity of going deep into the education scene for one semester,we can understand their life world,listening to their voices,and try to truly describe this educational phenomenon from the perspective of a third party.This is the first part of this research.The second part of this research mainly presents the specific experiences that the teachers of the ethics and rule of law teachers bring to the students.The specific performance is as follows:1.Teachers’ praise can help students build self-esteem and gain self-confidence;2.Positive praise conveys the signal of truth,goodness and beauty;3.Play the role of replacing parents;4.The issuance of praise ignores the attention to students’ experience and feelings;5.Benefit-driven “utilitarian” praise It is easy for students to breed impetuous psychology and interfere with students’ attention;6.Praise words lacking characteristics and vitality lose their attractiveness to students;7.Positive praise will also make students in a state of embarrassment;8.The implementation of praise words is lacking Concerns about the living world,etc.The final part of this study focuses on re-examining the educational significance of teachers’ praise language implementation based on the above findings.The most direct reason for the above performance is that the issuance of teacher praise ignores the existence of students’ subjectivity and the life world of students other than school.The teacher’s praise cannot be just a unilateral transmission of information by teachers.Therefore,the realization of teachers’ praise should highlight the existence of students as a whole,including respecting the uniqueness and differences of students,respecting the subjectivity of students;Secondly,the realization of teachers’ praise lies in paying attention to the life world of students,including understanding the world full of possibilities for students and understanding students;Finally,educators themselves should form reflection in practice and build a bridge between theory and practice to flexibly deal with complex praise individuals and praise situations.Finally,based on this study,this paper makes some reflections on the use of phenomenological perspective to study educational problems.We should do the following: 1.Experience students’ experience;2.Educational reflection on students’ life;3.Give play to educational wit and be a "practitioner of wisdom"更多还原