教师道德学习动力的生成困境及其超越

On the Dilemma of Teachers’ Motivation in Moral Learning and Its Transcendence

当前针对师德建设的研究侧重于以制度规范为切入点,以外部条件的限制来规范师德。除此之外,内部动因也是一个不可忽视的研究方向。教师群体多由具备辨别能力,独立思考能力,自我控制力的个体组成,充分发挥主观能动性进行自主学习对教师道德水平的提高有重大意义。因此,可从教师道德学习的视角入手,探索教师道德学习中的自主性,以教师道德学习动力的生成困境及其超越问题进行探讨。

The current research on the construction of teachers’ morality focuses on the institutional norms and the regulation, limiting teachers’ morality with external conditions apart from internal motivation which is also a research direction not to be trifled with. The group of teachers is composed of individuals with the ability to distinguish, capacity of independent thinking and self-control. In this regard, it is of great significance to improving teachers’ moral standards by fully exerting subjective initiative for independent learning. This paper, from the perspective of teachers’ moral learning, explores the autonomy in teachers’ moral learning, and explores the dilemma of their moral learning motivation and its transcendence.