论教师的关怀素养

On Teachers’ Caring Quality

教师关怀素养是指教师所具有的能敏锐体察学生的情感变化，知觉他们的需要，善于与学生对话与沟通，同时具备关怀知识和关怀信念，并能以适当的方式积极主动的关怀学生成长的个体素质和修养，教师关怀中还包含着责任、希望、理解与尊重。教师关怀具有生产性、关系性、具体性和情境性、情理交融性等特点。教师关怀的实现包括淡化职业意识，提高关怀素养；与学生建立关怀性相遇关系；发挥榜样示范作用；提高人际智能，掌握与学生对话和沟通的技巧。教师关怀的实现要遵循三个原则:对人的忠实；教学中的忠实；教学研究中的忠实。

Teachers caring quality is such a quality that the teachers with caring quality can find students’ emotion changes， know students’ needs， be good at communicate with students；that the teachers have knowledge and belief on caring and that they can actively care for students’ growth in a proper way. Teachers’ caring quality contains responsibility， expectation， understanding and respect for students. There are four characters for teachers caring. They are productivity， relatedness， and scene and emotion-reason unity. The approaches to improving teachers caring quality include the followings：the one-caring but not vocational character as teacher， constructing caring meeting relationship between teachers and students， setting up model for students， improving personal sensitivity and possessing dialogue and communication skills. There are three important principles for teachers caring quality：faithful to human being， to teaching and to research.