超越“外铄”与“内生”:新时代高校师德建设的理论逻辑及实践进路  

Beyond“the Exogenous”and“the Endogenous”:Theoretical Logic and Practical Approach to the Construction of College Teachers’Morality in the New Era

作　　者：胡行翠[1] 陈秋苹[1] 郭悬 HU Xing-cui;CHEN Qiu-ping;GUO Xuan(College of Education Science,Yangzhou University;College of Architectural Science and Engineering,Yangzhou University)

机构地区：[1]扬州大学教育科学学院 [2]扬州大学建筑科学与工程学院,江苏扬州225000

出　　处：《教育理论与实践》2023年第21期37-42,共6页Theory and Practice of Education

基　　金：扬州大学2021年度工会工作研究课题“新时代高校工会推进师德师风建设的路径研究”(课题编号:2021ZD03)的研究成果。

摘　　要：师德建设是一个从“外铄”到“内生”再到“外铄”的不断循环、螺旋上升的过程。“外铄”与“内生”的基本分野、融通互补与不断超越是新时代高校师德建设的理论逻辑。当前高校对师德建设越来越重视,也取得了实效性的进展。但是在取得成绩的同时,仍然面临着“外铄”失度、“内生”失控、“共生”失衡的困境。实践证明,以“内生”为源,强化“外铄”的引领效能;以“外铄”为基,深化“内生”的驱动效能;以“共生”为要,优化“外铄”与“内生”的协同效能;以“超越”为旨,形成“崇师尚德”的主流效能,有利于高尚的师德品性和品行的强化和提升,在一定程度上推动社会秩序的稳定。The construction of teachers’morality is a process of continuous circulation and spiral rise from“the exogenous”to“the endogenous”and then to“the exogenous”.The theoretical logic of the construction of college teachers’morality in the new era is the basic division,the integrated complementation and the continuous transcendence of“the exogenous”and“the endogenous”.At present,universities pay more and more attention to the construction of teachers’morality,and have made substantial progress.However,while making achievements,we are still facing the dilemma of“exogenous”loss of control,“endogenous”out of control,and“symbiotic”imbalance.Practice has proved that we should take“the endogenous”as the source to strengthen the leading effectiveness of“the exogenous”,take“the exogenous”as the basis to deepen the driving efficiency of“the endogenous”,take“the symbiosis”as the key to optimize the synergy of“the exogenous”and“the endogenous”,take the transcendence as the purpose to make the mainstream efficiency of“respecting teachers&advocating virtue”,which is conducive to strengthening and upgrading the noble morality of teachers and promoting the stability of social order to a certain extent.

关 键 词：新时代 高校 师德建设 引领效能 驱动效能 协同效能 主流效能 

分 类 号：G451.6[文化科学—教育学]