[Keywords:] Noddings; Caring for education; Contemporary teachers
[China Library ClassificationNo.] G5 15. 1 [Document ID] A [DocumentNo.]1672-1128 (2008) 08-0034-03.
The theory of caring education was founded by Neil, chairman of the American Educational Philosophy Research Association. Professor Nell Noddings was founded after years of hard work. It was formed in the United States in the mid-1980s. With the rise of "learning to care" in the late 1980s and early 1990s, it has attracted much attention and become an important ideological trend in western educational theory, and has been introduced to many countries.
First, the basic viewpoints of Noddings' caring education theory
Nell? Noddings put forward in Learning to Care ―― Another Educational Model: "Caring and being cared for are the basic needs of human beings. We need to be cared for by others. When a person is in infancy, or when disease and aging are coming, this demand is particularly urgent and universal. We accept care and live in an atmosphere created by care. Without this concern, we can't live and become a complete person. At every stage of life, we need to be cared for by others and need to be understood, accepted and recognized at any time. " Noddings' caring education theory holds that "caring is the cornerstone of all successful education" and the goal of education is to cultivate caring people. In teaching, we should care about every child, and at the same time, we should cultivate children's ability to care about others.
She believes that we don't have to tell students how to care, we just need to establish a caring relationship with students, and students can understand and know how to care. Learning to care should be the most important part of school education.
She proposed to think about curriculum and teaching from another angle, that is, "care", and advocated organizing curriculum and teaching activities around the theme of "care" instead of traditional disciplines. She believes that care in education should be based on a solid trust relationship and needs continuity, which mainly includes: (1) the continuity of educational purposes, and the primary purpose of schools is to educate students to care for each other; (2) Continuity of places, creating a caring atmosphere in schools and giving students a sense of belonging; (3) The relationship between teachers and students is continuous, and teachers should work with students for at least 3 years, which is conducive to the establishment of caring relationship; (4) The continuity of the course reflects the concern and respect for each student's different personality development and needs.
Noddings also believes that caring quality has the characteristics of openness, permeability, foundation and generation. Therefore, caring can promote and promote students' effective study and the growth of moral personality. Based on the perspective of caring theory, Noddings believes that education consists of four main parts: example, dialogue, practice and confirmation ―― example is the key factor of caring, and educators only need to establish caring relationship with students and demonstrate how to care; Dialogue allows teachers and students to express their feelings, thus making it possible to establish caring interpersonal relationships through mutual understanding; Practice gives people the opportunity to practice caring skills, and more importantly, cultivate the necessary personality attitude; The process of confirmation helps people gain a vision and opportunity to understand human nature. These four parts are interrelated, restricted and indispensable.
Second, the characteristics of Noddings' caring education theory
1. Attach importance to the individual value of students
Noddings believes that educators should walk into every student's life world, always observe with their eyes and feel with their hearts. Caring teachers will patiently inspire and motivate students with their care, so that students can realize the development of personality in their own unique way. Education itself should pay attention to students' individual values and their happiness. Care should be an aspect of every process of school education. Because every process of school education must include knowledge teaching, in the minds of educators, the individual value of students must go beyond subject knowledge.
2. Pay attention to students' inner feelings
Noddings believes that care begins with the caring behavior of educators and ends with the feeling of being cared for by students. Educators should explore the internal relationship between subject knowledge and real life, stimulate students' interest, promote students' understanding and enhance the life and personal feelings of knowledge. In the process of education, educators should always pay attention to students' subjective feelings, experience students' ideas, integrate with students' world, and strive to achieve a harmonious and symbiotic caring relationship. Only by resonating can we arouse students' true feelings. This caring relationship depends on caring for both parties and the response of specific environment and individuals. Therefore, care needs to consider the specific reactions and experiences of specific people and specific situations, rather than relying on universality to make judgments. However, there is no doubt that students are eager for the positive attitude of teachers, just like the "leather Marion effect". As long as teachers have positive and appropriate expectations, students will gain self-confidence and a sense of accomplishment.
3. The exemplary role of teachers
Only caring behavior can give students the feeling of being cared for. Knowledge is rational and emotionless. Teachers often tell knowledge with their own emotional color and then pass it on to students, thus affecting the relationship between students and knowledge. The knowledge that teachers understand and teach with heart and affection will be deeply engraved in students' minds. On the other hand, caring behavior has a specific object. One-to-one caring relationship will become an unforgettable memory in the hearts of caring students, and even affect their lives. The exemplary role of teachers or the power of example is the silent motivation to teach students to learn to care.
4. Emphasize practical nursing.
Noddings' concern mainly emphasizes the concern of practical teachers. She believes that caring is the basic feature of a teacher's profession. Once a person enters the teaching profession, it means entering a caring relationship. Caring comes before doing things and professional skills, which is the biggest difference between teachers' profession and other professions. In the caring relationship with students, teachers must accept students openly, not for utilitarian purposes, put themselves in the shoes of students' development needs and serve them. Teachers should influence students subtly, so that students can understand the caring relationship between people, while excessive interference will make students appear obedient and rebellious. The best embodiment of the teacher's concern is that it seems unintentional, but in fact it is intentional and inclusive.
Thirdly, Noddings' caring education theory.
Enlightenment to Contemporary Teachers in China
1. Strengthen the caring role
In Noddings' words, teachers "must dilute their professional consciousness and participate in caring relationship with the common love of human beings". With an isolated professional consciousness, teachers will confine their work to the limited space in schools or classrooms. Therefore, teachers should establish the relationship between mutual care and being cared for from the perspective of common humanity. Desalination of teachers' professional consciousness actually puts forward higher requirements for teachers, requiring teachers not only to be familiar with what they teach, but also to be able to transcend the limitations of subject content and keenly observe and deeply feel the inner world of students. Of course, teachers' downplaying of professional consciousness is also conducive to liberating themselves from the role of simply imparting knowledge and becoming intimate partners in students' lives. At the same time, teachers should constantly strengthen their caring role. As caregivers, teachers no longer only care about students' academic performance, but also care about their needs in life, emotion and experience. While imparting knowledge, teachers also have the responsibility to enlighten students' wisdom and open their hearts, thus promoting the healthy development of students' body and mind. Therefore, diluting students' professional consciousness and strengthening teachers' caring role are conducive to teachers' caring for students' all-round growth.
2. Teachers should cultivate their caring ability.
Caring is serving yourself and others at the same time. However, in the real situation, teachers should strive to cultivate their caring ability in order to care for students. People who want to be caregivers, on the one hand, should cultivate the ability of emotional acceptance and feedback in peacetime, on the other hand, they should realize the true feelings and emotions in the practice of establishing caring relationships, so as to realize the limits of their own care and keep caring for others' feelings.
Teachers need to experience and feel in daily life, be a truly caring person and recognize their own values. Therefore, when we choose not to care, the reason is just right, that is, to protect our caring power and not to be confused caregivers. In particular, teachers need to face up to their true feelings and improve their strength as educators.
3. Establish a caring relationship between teachers and students.
Teachers should be two complete people. Look through the eyes of both sides and feel the pain from both sides. To establish a caring teacher-student relationship, we must first create a caring classroom atmosphere so that teachers and students can feel the warmth of the group. Teachers should show their love for students through every sentence and every action in class, so that students can feel the care and love of teachers. Let students actively participate in the process of learning activities and provide each student with various opportunities to show themselves. Teachers should affirm each student's learning ability and discover the uniqueness of individual students in time. Affirm each student's learning achievements, face up to the deficiency of each student's intellectual development, and actively, correctly and objectively evaluate and encourage students. Caring teacher-student relationship emphasizes democracy, equality, mutual care and is based on mutual respect. Only in the practice of common love, through the heart-to-heart communication between teachers and students, students are willing to communicate with teachers and share their understanding and experience of caring. Teachers should not only be teachers, but also be willing to learn from students. In this way, the communication, cooperation and study between teachers and students not only harmonize feelings, enhance mutual understanding, trust and concern, but also stimulate students' creativity, enthusiasm, enthusiasm and confidence in learning. Teachers and students understand others and themselves in common learning, and the caring relationship between teachers and students will be established.
refer to
[1][ America] Noddings. Learn to care ―― another educational model [M]. Due to Tianlong translation. Beijing: Education Science Press, 2003.
[2] Wu Xiaoou. On caring for the classroom [J]. Jiangxi Education Research, 2005 (1 1).
[3] Hou Jingjing. On Moral Learning Based on Caring Moral Education [J]. Contemporary Educational Science, 2005 (4).
[4] Zhao The New Requirements of Noddings' Care Theory for Teachers' Quality [J]. Foreign Education Research, 2003(3).
[5] Zhou Xiaoshan. What do teachers rely on for teaching? On the teaching concept of the new curriculum [M]. Beijing: Peking University Publishing House, 2002.
Author unit Southwest University Institute of Education Science
(Editor Wang Yongkang)