道德意应能力:教师道德提升的新视角  

Moral Adaptation Ability:a New Perspective of Improving Teachers' Moral Quality

作　　者：毛菊[1] 

机构地区：[1]新疆师范大学教育科学学院,新疆乌鲁木齐830054

出　　处：《教育理论与实践》2011年第12期47-50,共4页Theory and Practice of Education

基　　金：新疆师范大学优秀青年教师科研启动基金项目<转型期教师伦理理性及其提升研究>(项目编号:XJNU0903)的阶段性成果

摘　　要：随着教师专业化进程的推进,人们对教师的道德也提出了更高的要求。当下,教师道德素养存在以下不足:道德囿于经验层面;专业道德素养欠缺;道德意识淡薄;道德敏感性缺乏。培育教师道德意应能力是解决以上问题的重要路径。在道德意应能力的视角下,教师道德的发展包括以下几个方面:从"道德认知能力"到"道德意应能力";与外部建立的道德关系由"被动"到"主动";道德人格从"不完善"走向"完善"。培养教师的道德意应能力,提升教师的道德素养,应注重教师道德意识的发展,教师道德动机与需要的激发,教师道德情感迁移能力的培养。With the promotion of teacher professionalization, people put higher demands on teachers＇moral quality. Currently, some shortcomings exist in teachers＇ moral quality： professional ethics stays at the level of experience; professional ethic quality is not enough; the moral consciousness is inadequate; and moral sensitivity is also absent. Cultivating teachers＇ moral adaptation is an important method to solve these problems. From the perspective of moral adaptation, teachers＇ professional quality should develop from ＂the moral cognitive ability＂ to ＂the moral adaptive ability＂, from ＂passive＂ to ＂active＂ in establishing the moral relationship with the outside world, and from ＂imperfect＂ to ＂perfect＂ in terms of moral character. It is necessary to pay attention to the development of teachers＇ moral consciousness, inspire teachers＇ moral motivation and need and foster teachers＇ moral emotion transfer in order to cultivate the moral adaptation ability and improve teachers＇ moral quality.

关 键 词：教师道德 专业道德 道德意应能力 

分 类 号：G451.6[文化科学—教育学]