论高校教师师德养成的外在机制  

External Mechanism for Teachers’ Morality Cultivation in Colleges and Universities

作　　者：刘丁鑫[1] Liu Dingxin

机构地区：[1]首都师范大学教师工作部,北京100048

出　　处：《江苏高教》2022年第11期109-113,共5页Jiangsu Higher Education

基　　金：北京市习近平新时代中国特色社会主义思想研究中心首都师范大学研究基地成果。

摘　　要：建设师德高尚的高素质教师队伍是落实习近平总书记关于教师队伍系列指示精神的首要之义,是新时代加强高校教师队伍建设的根本遵循。高校教师师德非天然玉成,不仅取决于教师个体内化过程中的各种主动性因素,更与社会和高校是否建立起适宜师德生长的外在支撑体系密切相关。尤其在当下教师队伍师德素质参差不齐的情况下,高校教师的师德养成,既要打破过于偏重师德认知教育的传统模式,又要避免过于偏重行为规范约束的底线模式,聚焦教师师德素养提升这条主线,探索建立起以契合教育为基础、以制度规约为保障、以典型模范为引领、以舆论褒贬为支撑、以环境滋养为依托的外在协同发力综合机制。To implement instructions on teaching staff by Chinese President Xi Jinping, it is the first task to build a high-quality teaching team with noble morality, which is also the fundamental rule for strengthening teacher team construction in colleges and universities in the new era. College teachers’ morality cannot be naturally acquired. Its formation not only depends on various subjective factors amid teachers’ individual internalization, but also relates closely to the proper external supporting system for teachers’ morality growth both inside and outside colleges and universities. Now teachers’ morality is unevenly developed, we have to break the traditional mode of preferring cognitive education of teachers’ morality, and avoid the bottom-line mode of favoring regulatory behavioral norms. We should focus on the main task of boosting and strengthening teachers’ morality, building an integrated external-collaborative mechanism with corresponding education as its basis, institutional regulation as its safeguard, outstanding models as its guidance, public opinion as its support and nourishing environment as its backing.

关 键 词：高校教师 师德养成 外在机制 

分 类 号：G647[文化科学—高等教育学]