论我国教师伦理内涵的不合理性  

The Irrationality of the Connotations of Teachers' Ethics

作　　者：朱智斌[1] 张瑞杰[1] 

机构地区：[1]陕西师范大学教育学院,陕西西安710062

出　　处：《当代教师教育》2013年第2期12-15,共4页Contemporary Teacher Education

摘　　要：长期以来,人们常常为建构合理的教师伦理内涵而努力设置一定的规范,以有形的法律制度,或者无形的道德约束为形式,对教师的行为进行监控,这在一定程度上达到了其目的。然而,近年来却发生了许多备受道德谴责的教师行为。这些问题行为的发生在很大程度上是由于教师伦理规范脱离了教师的个体需求:抽象性的伦理内涵没有关注到教师个体具体的实践性需要;强制性的伦理规范忽视了教师个体的教学伦理意识需要;强调利他性的伦理规范忽视了教师个体日常生活的需要。因此,建构以教师需要为中心的教师伦理内涵对于提高教师伦理水平,引导教师教学行为,遵守教师职业规范都显得尤为重要。For a long either in the form of time efforts has been taken to set norms to build reasonable connotation of teacher ethics, tangible legal system or invisible moral condemnation. To some extent, it has served its purpose of monitoring teachers＇ behaviors. However, in the passing years, quite a number of teachers＇ behaviors have been morally condemned. The existence of these behaviors are largely due to the separation of the teachers＇ code of ethics from their individual needs： the abstract ethical connotations ignore the specific and practical needs of individual teachers ; mandatory ethical norms ignored individual teachers＇ conscious needs of teaching ethics ; ethical norms stressing altruism ignore the daily needs of individual teachers. Therefore, taking teachers＇ needs as the center of reconstructing teachers＇ ethical connotations is particularly important in improving teacher ethics level, guiding teachers＇ behavior and complying with the teachers＇ professional standards.

关 键 词：教师伦理 抽象性 具体性 强制性 自由性 利己性 利他性 

分 类 号：G451[文化科学—教育学]