论教师的人文素养

"}
:
}}l * },} }
:
l}--}
:e}1t
:i
(*$ 014411, VIPCV*$'Q-14 *K *1)
r;C4AT-}}0rW}
ila99I,,410-4 A }5 T 4,44T:rX,0Mr,*Kltk }Q)} 10(9#}}}}0, Wzb
.1 wW4- *11)1} K
rXwv
}r,Fr:
u
:}n4* };\
*}*
140 0v 4
IV W,4} it 44 0 ,4 9 sl * -10-1}k 10-0 v
19s FY9 A19
WW 014}5}vV40}1}a r}-}T
4 %x o4- r,Pcpl} i4l"4147 k}l 4 }5
R V IPF )TL 4
I

II
Abstract
With the new course reform permeating the voice of improving students
humanistic quality is being raised gradually.A key factor of improving it is tha
t
teachers should have higher humanistic quality.However; the real situation of
teachershumanistic quality is not so optimistic. The purpose of this paper is to j
ust
explore the humanistic quality of teachers in primary and middle schools more
systematically.
Teachers' humanistic quality is that through certain ways (such as learning by
themselvesbeing imparted by knowledgeenvironmental influencesocial practice
etc.) they can gradually internalize excellent achievement on humanistic culture
into
their own character personality knowledge and accomplishment. All these things
can become relatively-stable and internal spirit quality and psychological
characteristics. The main connotation is the character of loving people respecting
peopleunderstanding people stressing humanism and caring for mankind's ultimate
fate. From a professional perspective it especially means respect for
studentspersonality and concern about studentsdevelopment in the activities of
normal teaching and management.
The structure of teachers humanistic quality includes three parts: humanistic
knowledge; humanistic spirit; humanistic way.Humanistic knowledge is the
fundamental component; humanistic spirit is the core; humanistic way is the mean
s
through which teachers humanistic knowledge and spirit can be realized. Teachers'
humanistic quality has important value. Specifically it contains two aspects: the
identity value and the instrumental value.The identity value means the value to
teachers self-development the instrumental value means the value to the
development of teachersprofession.There are three theoretical bases in improving
teachers humanistic quality: the history of the thought of china ancient education
the theory of western modern humanistic education and the theory of whole-person
education. Improving the humanistic quality of teachers in primary and middle
schools is not only the urgent need of current society development but the need
of the
new course reformteachers'major developmenttraining studentshealthy personality
and creating good school culture as well.The authors investigation shows that ther
e
are three main problems on teachershumanistic quality.The first is absence of
humanistic knowledge;the second is loss of humanistic spirit;the third is lack o
fIII
humanistic way.The reason of causing this situation exists on the objective side
and
the subjective side.The objective reason mainly includes the restriction of
test-oriented education system the burdensome work and great psychological
pressurethe influence of social environmentetc.The subjective reason mainly
contains unwillingness to studynarrow knowledge range the weak sense of
professional belonging too strong utilitarianism on teachersreadingetc.In order to
improve teachers humanistic quality the author establishes five strategies as
follows:creating good policy environment; reforming teachers education;improving
presidents humanistic quality;creating humanistic campuses;teachers personal
struggle.
Key words: Teachers in primary and middle schools; Humanistic quality; ThoughtIV

..................................................................................
.....................................I
Abstract........................................................................
................................................II
1 ...............................................................................
.........................1
1.1 ...............................................................................
...................1
1.2 .............................................................................
.............3
1.3 .....................................................................
1.3.1 .............................................................................
...............6
1.3.2 .............................................................................
..............6
2 .......................................................
2.1 .......................................................................
2.1.1 ...............................................................................
....................7
2.1.2 .........................................................................
..7
2.2 .......................................................................
2.2.1 ...............................................................................
....................9
2.2.2 ...............................................................................
..................10
2.2.3 ...............................................................................
.................. 11
2.3 .......................................................................
2.3.1 ...............................................................................
..................12
2.3.2 ...............................................................................
..................14
3 .................................................16
3.1 .............................................................
3.1.1 .........................................................................
.17
3.1.2 .........................................................................
19
3.1.3 .........................................................................
20
3.2 .........................................................
3.2.1 ...............................................................................
..................21V
3.2.2 ...............................................................................
..................23
4 .............................................26
4.1 .........................................................
4.1.1 ...................................................................
4.1.2 ...............................................................
4.1.3 ...........................................................................
......29
4.2 ...........................................................
4.2.1 .................................................................
4.2.2 .......................................................................
4.2.3 .....................................................................
4.2.4 .................................................................
4.2.5 .................................................................
4.3 .........................................................
4.3.1 .....................................................................
4.3.2 ...........................................................................
......35
4.3.3 ...............................................................
4.3.4 ...........................................................................
......37
4.3.5 .........................................................................
37
...................................................................................
..................................40
....................................................................................
..............................41
..................................................................................
...................................44
...............................................................
..................................................................................
...................................481
1
1.1
1
!
21.4% 13.3%
24.1% 12.6% 16.8% 12.4%
6.4% 47.5% 1
19.2%2 33.8%
21.6% 16.1% 64.5%
2
1 ..[M].:2006:308-309.
2 [N]2006-12-213
1.2
1999
2001
3
4 .[N].2004-05-264
1979 2007
678 43 43
7
0
5 .[D].2003:1
6 .[D].
2005:6-10
7 .[D].
2005:15
8
:
20 30
10

11
8 .[J].2004
(4):31-33
9 .[J].
2007(4):68-72
10 .[J].
2003(12):17-19
11 .[J].2005(2):111-1136
1.3
1.3.1
1.3.2
1. 1979
2007
2.
300
294 98% 100%
7
2
2.1
2.1.1
12
2.1.2
12 .[D].
2003:68
13
14
15
16
17
13 .[D].
2005:4
14 .[J].2007
(3):56
15 .[J].
2000(12):163
16 .
http://222.77.69.85/pers/123/list.asp?Unid=633
17 .[J].()2006(09):469
2.2

2.2.1
18
19
18 ..:
1998:1205
19 .
2.2.2
20
20 .[D].
2005:4-511
21
22
2.2.3
21 .
22 .[J].2006(11):101-10312
23
2.3
24
2.3.1
23 .
24 .[J].2006(6):7313
25
26
25 .[J].2003(7):28-29
26 .[J].2006(6):7514
27
2.3.2
27 .[M].:2001:82-9015
28
29
28 .
http://www.szeblog.cn/user1/463/archives/2006/18065.html
29 [J].2001(2)26-2716
3
3.1
30
:
15 3
2003
:
31
300
294 98% 100% 3-1
;
30 .:[N].2006-09-17
31 .
http://news.sohu.com/20061013/n245778957.shtml17
()
3-1
30 30-40 40-50 50
34.0% 51.0% 15.0% 0

35.0% 65.0%

13.6% 18.4% 17.0% 51.0%

49.3% 26.9% 23.8%

0 34.0% 52.4% 13.6%
3.1.1
8
5.1% 1 6.5% 2
8.5% 3 21.1% 4 58.8%
75.5% 9 3
38.1%
21.4%
77.9%
2.7%
9.9% 14.6% 75.5%

18
2.0% 1 2.4% 2 14.6%
3 81.0%
4.1%
6.1% 10.9%
78.9%
2007 10 9 :
801011
53.5%
6.69 48% 4
0
32
200
33
1300
80 20 8000
4300
2000
34
32 .[N].2007-10-09
33 .""[N].2007-04-10
34 .[N].2004-12-3019
3.1.2
3-2 3-3 3-4

3-2

() 201 33 56 4
68.4% 11.2% 19.0% 1.4%
3-3

() 145 101 38 10
49.3% 34.4% 12.9% 3.4%
3-4

() 11 200 74 9
3.7% 68.0% 25.2% 3.1%
3-520
3-5
(%)
(%)
(%)
(%)
23.5% 40.5% 29.9% 6.1%
30.3% 40.8% 28.9% 0
5.8% 9.2% 10.5% 74.5%
11.2% 50.7% 20.4%

17.7%:
?
68.4%
15.7% 3.7% 12.2%
3.1.3
21
3.2
3.2.1
3.2.1.1
3.2.1.2
25.5%16
10-15 70.4% 4.1%6-9
5
40.1% 49.7% 6.1%
4.1%
!
1.5 22
2000
76%13%
3
15%
35
3.2.1.3
35 .
. http://www.ahqnb.com/article/show.asp?id=404123
3.2.2
3.2.2.1
24
36
3.2.2.2
?
12.6% 44.9% 32.7% 9.8%

5.1%70.1%
20.4% 4.4%
8.5%
40.5%
25.5% 20.1%
5.4%
17.3%
80.6% 2.1%
21
8.2%
10.7%50.1%
31.0% 3.4%
10.5%15.0%
71.1%
3.2.2.3
36 .
http://news3.xinhuanet.com/book/2007-04/10/content_5955635.htm25
26
4
4.1
4.1.1
27
37
38
39
40
41
42
43
37
38
39 .[M].:2000:92-94.
40
41
42
43 28
44
4.1.2
44 29
?
45
4.1.3
46
47
45 .[M].:2006:59-62.
46 .[M]..:2003:695.
47 ...:
1993:343.30
48
4.2
4.2.1
48 .[M].:2006:81-82.31
49
4.2.2
49 .
http://www.52blog.net/user1/5060/archives/2005/281224.shtml32
50
()()()()
51
4.2.3
52
50 ..
http://www.52blog.net/user1/5060/archives/2005/282115.shtml
51 .[D].
2005:8-9
52 .[J].2005(2):111-11233
()
53
4.2.4
54
4.2.5
53 .[J].2004(2)
210-211
54 ..
http://www.szeblog.cn/user1/3267/archives/2006/16200.html34
55
4.3
4.3.1
20 80
55 .[D].
2005:1035
21
56
4.3.2
20 30
56 .[D].
2003:35-3636
(
)
57
4.3.3
210
58
57 .[N].2004-06-08.
58 . [N].2004-05-19.37
59
4.3.4
60
4.3.5
59 .[J].2005(2):111-112
60 .
2007
61
61 .. http://www.dgxx.sjedu.cn/xdth39
40

41
[1].[M].:2000
[2].[M].:
1998
[3].[M].:1991
[4].[M].:1997
[5].[M].:2002
[6].[M].:
1993
[7].[M].:
2003
[8].[M].:1999
[9].[M].:1998
[10].[M]..:2006
[11].[M].:2000
[12].[M].:2006
[13].[M]..:2003
[14][M]2004
[15][M]2003
[16][M]2004
[17].[M].:2001
[18] .[M]2002
[19].[M]:2002
[20].[M].2004
[21].[M].:2004
[22].: 21 [M].:2002
[23].[M].:2001
[24].[J].2006(4)
[25].[J].()2005
(32)
[26].[J].2005(2)
[27].[J].2005(2)
[28].[J].2004
(2)
[29].[J].
2004(4)
[30].[J].
2007(4)
[31].[J].42
2003(12)
[32].[J].()2006(09)
[33].[J].2002(6)
[34].[J].2003(19)
[35].[J].2007(2)
[36].[J].2004(24)
[37].[J].2005(12)
[38].[J].
2003(1)
[39].[J].2003(7)
[40].[J].2006(11)
[41].[J].2006(13)
[42].[J].
2000(12)
[43].[J].
2000(4)
[44][J].2001(2)
[45].[J].2006(6)
[46].[D].[
2005
[47].[D].[
2003
[48].[D].2003
[49].[D].
2005
[50].[D].2006
[51].[N].2004-06-08.
[52][N].2006-12-21
[53].[N].2004-06-08.
[54]. [N].2004-05-19.
[55].[N].
2007-04-10
[56].[N].
2004-12-30
[57].:[N].2006-09-17
[58].[N].
2007-10-09
[59] .[N].
2004-05-26
[60].
[61].
. http://www.ahqnb.com/article/show.asp?id=404143
[62].
[63]..
http://www.szeblog.cn/user1/3267/archives/2006/16200.html
[64]..
[65]..
http://news3.xinhuanet.com/book/2007-04/10/content_5955635.htm
[
66]Goodman K.Squot;Reading:A psycholinguistic guessing game
quot;inguinal of the Reading Specialist1967.
[
67]James M.BannerJr.Harold C.Cannon the Elements of Teaching and the
Elements of Learning Yale University Press44

!
:
1.
2._
1.:
A.30 B.30-40 C.40-50 D.50
2.:
A. B.
3.:
A. B. C. D.
4.:
A. B . C.
5.:
A. B. C. D.
6.:
A. B. C. D.
7.:

45
8.:
A. B. C. D.
9.:
A.9 3 B.9 4 C.9 5 D.9 6
10.:
A.
B.
C.
11.:
A. B. C.
12.:

13.:
A. B. C. D.
14.:
A. B. C. D.
15.:
A. B. C. D.
16.:
A. B. C. D.
17.:
A. B. C. D.
18.:
A. B. C. D.
19.:
A. B.
C. D.
20.
?
A.
B.
C.
D.46
21.:
A.16 B.10-15 C.6-9 D.5
22.:
A. B. C. D.
23.:
A. B. C. D.
24.:
A. B. C. D.
25.:
A. B. C. D.
26.:
A. B. C. D.
27.:
A. B. C. D.
28.:
A. B. C.
D. E.
!47
1..[J].200720
2..[J].2007948

2008 5

论教师的人文素养

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

论教师的人文素养

Uploaded by

Copyright:

Available Formats

"}

8.5% 3 21.1% 4 58.8%

9.9% 14.6% 75.5%

3-2 3-3 3-4

23.5% 40.5% 29.9% 6.1%

30.3% 40.8% 28.9% 0

5.8% 9.2% 10.5% 74.5%

11.2% 50.7% 20.4%

12.6% 44.9% 32.7% 9.8%

You might also like