教师专业伦理的价值逻辑、内在结构及其培育机理
Value Logic, Inner Structure, and Cultivation Mechanic of Teachers Professional Ethics
  
DOI:
中文关键词:  专业伦理;规范;教师专业发展;内在结构;培育机理
英文关键词:professional ethics, standard, teacher professional development, inner structure, cultivation mechanic
基金项目:本文系重庆第二师范学院教改课题“教师资格‘国考’背景下师范院校教师教育课程改革与实践”(项目编号:JG201831),以及新疆师范大学文科基地“新疆教师教育研究中心”重大项目“教师课程知识观的现代转型及其实践路径研究”(项目编号:XJEDU40516A02)的阶段性成果之一。
作者单位
李江 重庆第二师范学院 
张向华 重庆第二师范学院 
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中文摘要:
      教师专业伦理即教师认同、接受并能够在教育教学活动中自觉遵守的基本伦理规范和行为准则,它是内蕴在教师专业发展深层次的重要支撑,对提升教师专业素养起着重要作用。基于专业发展的视角,教师被根植于社会关系的实体性意识中,它以自觉的道德批判引领教学过程,其内在的合实体性表现为唤起伦理意识、建构知识体系、慎思伦理价值和选择伦理行为等相对稳定的统一体。培育专业伦理有助于教师个体获取专业而持续的发展动力,其中,制定规范是先导,完善制度是保障,配套课程是关键,创设氛围是优化,涵养自律是核心,积极践行是旨归。
英文摘要:
      Teachers’ professional ethics refers to the basic ethical norms and codes of conduct that teachers recognize ,accept and consciously abide by in their educational and teaching activities, which is an important support for teachers’ professional development and plays an important role in improving teachers’ professional quality. Based on the perspective of professional development, teachers are rooted in the substantive consciousness of social relations, which lead the teaching process with conscious moral criticism. The substantive performance is a relatively stable unity, with features of arousing ethic consciousness, constructing knowledge system, reflecting on ethical value and choosing ethical behavior. Cultivating professional ethics helps teachers acquire professional and sustainable development momentum, in which formulating norms is the guide, perfecting system is the guarantee, supporting curriculum is the key, creating atmosphere is the optimization, self-discipline is the core, and active practice is the purpose.
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