论教师专业道德的结构  

On the Structure of Teacher's Professional Morality

作　　者：韩峰[1] 

机构地区：[1]太原大学教育学院,山西太原030001

出　　处：《教育理论与实践》2011年第7期35-37,共3页Theory and Practice of Education

摘　　要：教师专业道德是教师专业发展的内在要求,是教师作为专业人员所必须具备的最基本的专业准则。教师专业道德表现为专门性、关怀性、自律性和策略性。在教师专业道德结构中,爱是情感层面的体现,智是理性层面的体现,自律是意志层面的体现。爱、智和自律三者之间相互联系、相互渗透,共同构成了教师专业道德的完整内涵。Professional morality, which is an internal requirement of teacher＇s protesslonat development, is me most fundamental professional principle of a teacher. It has such characteristics as specialty, concern, self-discipline, strategicness. Love, wisdom and self-discipline, in the structure of teacher＇s professional morality, respectively reflect emotion, rationality and will, Love, wisdom and self-discipline which are interrelated and interpenetrated constitute the complete meaning of teacher＇s professional morality.

关 键 词：教师 教师专业道德 结构 爱 智 自律 

分 类 号：G451.6[文化科学—教育学]