教师职业道德认同视域下行动反思型德育模式培育

Cultivating a New Moral Education Model Based on Treating Teachers as Active and Reflexive Practitioners from the Perspective of Teachers' Professional Ethics Identification

教师职业道德水平的滑坡来源于无法有效认同其职业道德。基于教师职业道德认同建构机制的行动反思型德育模式,赋予教师充分的话语权确保教师的主体地位,阻滞教师职业道德的虚假型内化保障利益充分表达,促进自律性道德升华道德情操和合理认知唤醒对话交流,并以职业幸福感强化体悟,这将有助于教师不断内化德育规范和规则,由他律走向自律,并逐步达到道德认知、道德情感、道德意志和道德行为和谐统一。

The declining trend of teachers＇ professional ethics can find its root in teachers＂ failure to identily with their professional ethics. A new moral education model based on treating teachers as active and reflexive practitioners can endow teachers with sufficient discourse power and give full play to the dominant position that teachers hold. Besides, it can also foil teachers＇ profiteering while safeguarding their lawful interests. Promoting teachers＇ moral sentiments based on self-restraint or self-discipline and enhancing their sense of professional satisfaction will conduce to the internalization of moral codes and regulations on the part of teachers. In this way, the ultimate harmony of moral cognition, moral sentiment, moral will, and moral behavior can be achieved.