论教师专业发展的道德取向策略  

On the Morality-oriented Strategy of Teachers’Professional Development

作　　者：吴义昌[1] WU Yi-chang(School of Education Science,Jiangsu Normal University,Xuzhou Jiangsu 221116,China)

机构地区：[1]江苏师范大学教育科学学院,江苏徐州221116

出　　处：《教师发展研究》2022年第4期65-70,共6页Teacher Development Research

摘　　要：学术界普遍认可的教师专业发展策略主要有理智取向策略、实践反思取向策略和生态取向策略,它们都强调教师通过种种不同的方式方法优化和丰富专业知识以实现专业发展。由于高尚的道德既是教师专业素质的重要构成部分,又是教师提升专业知能的重要内在动力,且有助于教师充分而正确地发挥专业知能的功能,因此教师专业发展的道德取向策略应受到重视。要有效实施该策略,教师教育者、教育管理者和教师自身等相关主体必须坚持道德的理想性与现实性相结合、道德的他律性与自律性相结合、掌握道德规范与培养道德智慧相结合的原则。The strategies of teachers’professional development generally recognized by the academia mainly include reason-oriented strategy,reflection-oriented strategy and ecology-oriented strategy.They all emphasize the different ways by which teachers can optimize and enrich their professional knowledge to achieve their professional development.Because noble morality is not only an important component of teachers’professional quality,but also an important internal motive force for teachers to promote their professional knowledge and ability,and it helps teachers to fully and correctly play the role of professional knowledge and ability,the morality-oriented strategy of teachers’professional development should be paid attention to.In order to implement this strategy effectively,teacher educators,educational administrators and teachers themselves must adhere to the principles of combining moral ideality with reality,combining moral heteronomy with self-discipline,and combining mastering moral norms with cultivating moral wisdom.

关 键 词：教师专业发展 道德取向 师德 

分 类 号：G451.2[文化科学—教育学]