师德定位论:职业道德还是角色道德  

On the Orientation of Teachers' Morality : Professional Ethics or the Role of Morality

作　　者：王飞[1] 

机构地区：[1]曲靖师范学院教师发展研究院,云南曲靖655011

出　　处：《教育理论与实践》2014年第12期39-42,共4页Theory and Practice of Education

基　　金：2013年度教育部人文社会科学研究一般项目青年基金项目<教育家办学语境下的大学校长主体性发展与建构>(项目编号:13YJC880063);2012年曲靖师范学院校级青年基金项目<曲靖师范学院青年教师非正式学习行为调查研究>(项目编号:2012QN001)的研究成果之一

摘　　要：通过对职业与角色、职业道德与角色道德两对概念进行辨析表明,教师的角色成分强于职业成分,教师道德不宜定位成职业道德,若把师德定位成职业道德,会弱化师德的主体性作用,淡化教师个体的角色意识,导致师德建设被其他道德建设所掩盖,导致在具体要求层面师德出现模糊性等问题。把师德定位成角色道德可以有效规避前述问题。师德这种角色道德的教师职能的实现主要靠角色扮演来体现,具体体现为一种多元化角色的道德主体,角色道德背后存在一种特定的角色利益,也有其特定的角色道德内涵以及实施范式。Looking from the concepts of profession and role as well as professional ethics and role ethics, we can see that role components in teachers are stronger than professional components, so teachers＇ morality should not be regarded as weakened and individual teachers＇ role awareness will be reduced, which will result in the fact that teacher＇s morality building will be covered by the construction of other moralities and vagueness of teachers＇ morality will arise at the level of concrete requirements. But if we see teachers＇ morality as role ethics, such problems will be avoided. If teachers＇ morality is regarded as a kind of professional ethics, teachers＇ functions will be realized mainly through the role play, which present themselves as the morn body with multiple roles, the particular role interests hidden behind the role ethics, and the special contents of role ethics and implementation paradigms.

关 键 词：师德 定位 职业 职业道德 角色道德. 

分 类 号：G451.6[文化科学—教育学]