幼儿教师职业道德规范的有效性研究:正负面清单模式  

On the Validity of Professional Ethics Code of Preschool Teachers:A Positive and Negative List Mode

作　　者：钱晓萍[1] 舒荣[1] QIAN Xiaoping;SHU Rong(Xi'an University, Xi'an, Shanxi 710065, China)

机构地区：[1]西安文理学院,陕西西安710065

出　　处：《现代教育科学》2021年第2期105-110,共6页Modern Education Science

基　　金：2019年陕西省师德师风建设专项课题“陕西省幼儿教师违反职业道德行为及处理办法研究”(项目编号:SFZX-1903);2018年度陕西省教育厅科研计划项目人文社科专项课题“认同教育在师德建构中的基础性作用研究”(项目编号:18JK1146);2018年陕西省教育厅“十三五”规划项目“认同教育在基础教育师德建构中的作用研究”(项目编号:SGH18H291)。

摘　　要：幼儿教师职业道德规范的有效性在于同时体现正面导向和负面约束,易于遵循,便于评价。通过构建“抽象师德—职业行为准则—职业行为规范—职业行为规范细则”,并用于自评和他评的四级指标框架体系,对幼儿教师个人和群体职业行为进行定性和定量检测,实现个案分析,推动“评估—改进—再评估—再改进”的良性循环。The validity of professional ethics of preschool teachers is to embody both positive guidance and negative constraints,which is easy to follow and evaluate.By constructing an evaluation indicator framework consisting of four levels,teacher ethics principle,professional behavior norm,professional behavior code and professional behavior standard rules,it is carried out evaluations and self-evaluation for individual and group professional behavior of preschool teachers to form qualitative and quantitative assessment,realize case analysis and promote the virtuous circle of“assessment-improvement-reassessment-further improvement”.

关 键 词：幼儿教师 职业道德规范 正负面清单 四级体系 指引和评价 

分 类 号：G641[文化科学—高等教育学]