班主任工作制度的德性审视及其出路  

A Study on the Morality of Banzhuren Institution and the Way Out

作　　者：刘长海[1] Liu Changhai(Institute of Education Sciences,Huazhong University of Science and Technology,Wuhan,Hubei,430074,China)

机构地区：[1]华中科技大学教育科学研究院,湖北武汉430074

出　　处：《教育科学探索》2022年第1期43-49,共7页THE SCIENTIFIC EXPLORATION OF EDUCATION

基　　金：2018年度教育部哲学社会科学研究重大课题攻关项目“加快教育现代化建设教育强国实施路径研究”(编号:18JZD049)的研究成果之一。

摘　　要：对班主任工作制度进行德性审视并加以创新,有助于理顺德育工作机制,提升德育实效从公正、人道、实用三个制度德性评价标准来看,班主任工作制度存在德性缺陷,亟待改造。当前部分教师担任班主任的学校内部分工制度可能终结,走向人人都是德育导师的制度安排。教师教育要提升各学科教师担任人生导师的专业素养,为推行德育导师制准备好合格师资。学校要从实际出发定位导师制,明确本校导师制工作目标及重点,在全校范围内达成共识,基于实验不断调整和完善导师制。It is necessary to analyze the morality of Banzhuren institution in order to carry out moral education efficiently. According to the rules of justice, humanism and pragmatism, Banzhuren institution has moral shortcomings. The current labor-division system which requires some teachers work as Banzhuren may go to the end, while a new system that all teachers should be advisors may emerge. Teacher education should focus on teachers’ moral education quality in order to serve qualified teachers. Schools should scientifically plan advisory while keep improving it based on experiment.

关 键 词：班主任工作制度 制度德性 德育导师制 

分 类 号：G451.6[文化科学—教育学]