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美国教师职业道德规范对我国师德建设的启示

作　者: 王佳惠
导　师: 赵雯
学　校: 东北大学
专　业: 外国语言学及应用语言学
关键词: 教师专业伦理师德建设全美教育协会教育专业伦理规范
分类号: G451.6
类　型: 硕士论文
年　份: 2013年
下　载: 16次
引　用: 0次
阅　读: 论文下载

内容摘要

教师专业伦理是教师专业化发展中的重要内容,在规范教师行为、提升教师专业品质方面发挥着重要作用。加强教师专业伦理建设越来越受到世界各国的普遍关注。本文重在研究、分析美国教师专业发展历史和现状,思考我国存在的问题,为促进我国教师专业伦理建设,进一步提高教师专业素质提供借鉴。全美教育协会教育专业伦理规范作为全美教育协会推进教育专业化的重要举措之一,是基于美国文化对自由的崇尚并参照法律内容表述的,通过多次修订,终于形成一套内容和形式都相对成熟并为许多国家和地区仿效的教育专业伦理规范。本文详尽地介绍了美国教师专业伦理的内容和形态,它的内容包括了相对稳定的伦理内涵和复杂多变的伦理外延。形态则包括了教师专业伦理的应然状态和实然状态。讲述了全美教育协会教育专业伦理规范在演进中在适用范围上,修订侧重点上,责任范围上,和内容层次上表现出的若干变化趋势。同时本文也系统地介绍了美国教师专业伦理对教师发展的作用。这主要包括三个层次,最低层次是法律对教师的要求,中间阶段则是伦理的外在要求与个体内在道德之间相互间的两难道德困境,最后是多元层次对教师伦理道德的作用。最后文章总结和归纳了美国教师专业发展伦理对中国有什么借鉴作用,提出我们在重构中国自身教师职业道德时要利用其优点,克服其不利影响。美国专业伦理的发展对于我国的教师专业发展中教师职业道德的促进和提高无疑具有启示和借鉴作用。当然由于民族文化的不同,我们必须要在批判中挖掘优秀的内核和精华,加速民族的现代化过程和我国教师专业伦理的提升。学习,吸收,借鉴和利用美国的教师专业发展的经验,使二者有机的结合在一起,创造出有中国特色的教师专业伦理体系,重新审视、阐释、理解中华民族的文化传统,处理好传统与现代的关系,弘扬民族优良的德育传统,并赋予其时代精神与价值,谋求民族精神和时代精神的结合。

全文目录

Acknowledgements  5-6
Abstract  6-8
摘要  8-11
Chapter Ⅰ Introduction  11-19
  1.1 The Necessity of the Construction of Professional Ethics  12-13
  1.2 The Conflicts between Contents and Form in China's Teacher's Professional EthicsConstruction  13-16
  1.3 Threshold and Vision of the Professional Ethics:Development of the Western Research  16-19
Chapter II Explorations of the Constructionof Professional Ethics in Education  19-29
  2.1 Different Definitions of the Professional Ethics in China and America  19-22
    2.1.1 Definitions of the Professional Ethics in China  19-20
    2.1.2 Definitions of the Professional Ethics in America  20-22
  2.2 Significance of the Construction of Professional Ethics in Education  22-26
    2.2.1 The Macro Significance  23-25
    2.2.2 The Micro Significance  25-26
  2.3 Formulation and Development of the Codes of Professional Ethics in China and America  26-29
Chapter Ⅲ Development of Teaching Professionalization and theConstruction of Professional Ethics in Education in America  29-49
  3.1 The Development of Teaching Professionalization in General  29-30
  3.2 Development and Evolution of the Teacher Professional Ethics  30-39
    3.2.1 The Initial Formulation of the Code of Ethics Based on Sufficient Preparation  32-33
    3.2.2 From Establishing the Code of Ethics to Emphasizing the Effectiveness of the Code(1941-1952)  33-36
      3.2.2.1 Comprehensive Understanding of the Codes' Function  34
      3.2.2.2 Reflecting the Adjustment of New Educational Practice and Ethical Demands  34-35
      3.2.2.3 Taking Preliminary Measures to Safeguard the Execution of the Code  35-36
    3.2.3 Concentrating on Rules to Guarantee the Execution of the Codes of Ethics  36-37
    3.2.4 The Finalization of the Codes Shifting from Universal morality to Professional Teacher Ethics  37-39
  3.3 Contents, Forms and the Characteristics of the American Teacher Professional Ethics Codes  39-45
    3.3.1 The Contents of the American Teacher Professional Ethics Codes  39-43
      3.3.1.1 The Relatively Stable Connation of the Teacher Ethics  41-42
      3.3.1.2 Complex and Varied Extension of the Teacher Ethics  42-43
    3.3.2 Forms of the American Teacher Professional Ethics Codes  43-45
      3.3.2.1 Specification, the Granted and Ideal Embodiment of the Teacher Ethics  43-44
      3.3.2.2 Teachers, the Realistic and Practical Embodiment of the Teacher Ethics  44-45
  3.4 The Influence of the American Teacher Professional Ethics on the Teaching Development  45-49
    3.4.1 Laws, the Bottom-line of the Teacher Professional Ethics  45
    3.4.2 The Dilemma, the External and the Internal of the Teacher Ethics  45-46
    3.4.3 Multiple Symbiosis, the Deserved Meaning of the Teacher Ethics  46-49
Chapter Ⅳ Reconstruction of the Domestic Teacher Professional Ethics  49-55
  4.1 Reconstruct our Domestic's Teacher Professional Ethics on Professionalization Construction  49-51
  4.2 Reflecting the Realistic Education Needs in Practice by Making Professional Ethics Codes  51
  4.3 Organizing the Contents Stratified to Function Completely and Comprehensively  51-52
  4.4 Improving the Supporting Executive Measurement of the Codes  52-53
  4.5 Strengthen the Propaganda of the Codes  53-55
Chapter Ⅴ Conclusion  55-57
Reference  57-59

美国教师职业道德规范对我国师德建设的启示

内容摘要

全文目录

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