尊严:教师职业道德建构的原动力  

Dignity: The Motive Force for the Construction of Teachers’ Professional Ethics

作　　者：徐立明[1] 韩秀霞[1] Xu Liming;Han Xiuxia(School of Teacher Education,Dezhou University,Dezhou 253023,China)

机构地区：[1]德州学院教师教育学院,山东德州253023

出　　处：《黑河学院学报》2021年第9期76-78,共3页Journal of Heihe University

基　　金：教育部人文社科项目“乡村振兴背景下小学教师培养路径研究”(19YJA880061)。

摘　　要：教师职业道德教育本质上是一种道德主体自主建构的过程,教师职业道德的提升取决于教师作为道德主体的自觉。尊严是教师成为道德主体的先决条件,更是其道德自主建构的原动力。教师职业道德教育必须首先充分肯定教师的价值,满足教师对尊严的心理需求。只有获得尊严的满足,教师才能充分发挥作为道德主体的自主、自为和自觉,实现教师职业道德建设的可持续发展。重塑教师尊严,关注教师尊严需要的满足,构建以教师为本的师德教育新模式是教师职业道德教育的必然选择。In essence,taking education on teachers’professional ethics is a process of the independent construction of subjects.Improving teachers’professional ethics depends on the consciousness of teachers,who are ethics subjects.Dignity is not only the prerequisite for teachers to become moral subjects,but also the motive force of their moral self-construction.Taking education on teachers’professional ethics must affirm their value,and meet their need for dignity.Only in this way,teachers,moral subjects,can give full play their autonomy,self-determination and self-consciousness,and realize the sustainable development of professional ethics construction.Therefore,it is an inevitable choice to rebuild teachers’dignity,to care for the satisfaction of teachers’dignity needs,and to construct a new model of teacher-centered education.

关 键 词：教师尊严 教师职业道德 原动力 

分 类 号：G645[文化科学—高等教育学]