CAJ | 학술논문

语言倭化僭越了教师对学生进行批评教育的合理限度而演变成一种教师言语道德的失范行为.教师语言倭化现象的产生有其师源性、生源性和制度性等原因.遏制教师语言倭化现象,从教师方面应采取师德师风建设,建立师生平等的对话交流机制;学生方面应采取加强学生权利意识教育,提高学生自我保护能力;制度层面应采取完善教育法规和学校管理制度,建立教师师德监督机制等措施.
어언왜화참월료교사대학생진행비평교육적합리한도이연변성일충교사언어도덕적실범행위.교사어언왜화현상적산생유기사원성、생원성화제도성등원인.알제교사어언왜화현상,종교사방면응채취사덕사풍건설,건립사생평등적대화교류궤제;학생방면응채취가강학생권리의식교육,제고학생자아보호능력;제도층면응채취완선교육법규화학교관리제도,건립교사사덕감독궤제등조시.
Language stigmatization oversteps the reasonable restrictions of teachers' criticism in education of students, and gradually evolves into teachers' misconduct in speeches for which both teachers and students are responsible in the context of certain institutions. To address this issue, the author proposes that work can be focused on teachers' ethics and style, teacher-student dialogue, students' right and self-protection consciousness, upgrading of laws and regulations on education and management, as well as supervising mechanism of teachers' code of conduct.