从“道德人”到“道德教育者”:教师道德性的意蕴演进与实现路径  

From“Moral Persons”to“Moral Educators”:the Evolution and Approach of the Teacher’s Moral Implication

作　　者：罗丽君[1] 王皇星 LUO Li-jun;WANG Huang-xing(College of Teacher Education&Center for Teacher Ethics Development under the Ministry of Education at Southwest University,Chongqing,400715,China)

机构地区：[1]西南大学教师教育学院/教育部师德师风建设基地,重庆400715

出　　处：《教师教育研究》2022年第5期40-45,共6页Teacher Education Research

基　　金：重庆市社会科学规划重点项目(2020WT32)的成果。

摘　　要：教学蕴含着道德的向善性,教师的道德性是教学道德性的内在要求和必然选择。教师的道德性不仅包含教师个人的道德“私德”与教师职业的道德“师德”,更为重要的是教学实践本身就是一种道德努力,道德也要凭借教学来培养和实现,教师的道德性还应包含教师教学的道德“施德”。应厘清教师道德性的内涵与层次,明晰教师道德性与发展学生的道德能力可能存在的关系,从强调教师私德的“道德人”到关注教师职业的“道德工作者”,最终向能够遴选道德内容“教授道德”、选取适宜道德教学方式“道德地教”的“道德教育者”转变。Teaching contains the goodness of morality,and the teacher’s morality is the inherent requirement and inevitable choice of teaching morality.The teacher’s morality includes the teacher’s personal“private virtue”and the teacher’s“professional morality”.More importantly,the teaching practice itself is a kind of moral effort,which can be cultivated and realized by teaching.Therefore,the teacher’s morality should also include the teaching virtue of“giving morality”.Clarifying the intrinsic meaning of teachers’morality,different levels of morality,and the possible relations between the teachers’morality and development in the moral ability of students.From a“moral person”who emphasizes teachers’individual virtue to a“moral educator”who pays attention to the teaching profession.Then,the teachers can completely transform into“moral educators”who are able to select the moral content to teach morality and choose appropriate teaching methods to teach morally.

关 键 词：道德人 道德教育者 道德教学性 教学道德性 

分 类 号：G451[文化科学—教育学]