高校教师学术道德认知及其差异性分析  

Analysis on Academic Moral Cognition of University Teachers and It's Difference

作　　者：戎华刚[1] 

机构地区：[1]新乡医学院,河南新乡453003

出　　处：《教育科学》2014年第4期36-42,共7页Education Science

基　　金：2012年度教育部人文社科基金项目(12YJC880082);2014年度河南省哲学社会科学规划基金项目(2014BJY005);2013年度新乡医学院科研培育基金项目(2013ZD204)的阶段性研究成果

摘　　要：通过问卷调查了解我国高校教师学术道德认知状况及其性别、年龄和学科差异。采用频数分析、卡方检验方法对相关数据的分析表明:部分教师对学术道德规范不甚了解,学科和年龄差异显著;部分教师对失范行为的判断存在偏差,学科差异较显著;部分教师学术道德认知较为消极悲观,存在显著性别和学科差异。应通过加强高校教师及其后备人才的学术道德教育、采取措施转变高校教师的消极学术道德认知来提升其学术道德素养。Questionare survey was used to find out the status quo of university teachers＇ academic moral cognition and it＇s sex, age and discipline difference. Frequecny analysis and chi-square test were used to analyse academic moral code cognition, academic moral judgement and nature of academic cognition of u- niversity teachers, and the survey results show that partial teachers don^t understand fully the academic moral code and the discipline and age difference are remarkable; partical teachers＇ moral judgement on anomie behavior exists deviation and the discipline difference is obvious; partial teachers; academic cogni- tion is negative and exists sex and discipline difference.

关 键 词：高校教师 学术道德认知 学术道德判断 

分 类 号：G451.6[文化科学—教育学]