教师道德的多层次发展逻辑及其结构模型

Teachers’ Morality:A Multilevel Logic of Development and the Structural Model

教师道德是基于时代变迁的内外交互作用的结果,具有"遗传"与"变革"的双重特性。教师职业经历着从"无"到"有"到"专业"的历史发展进程,教师个体经历着从"社会人"到"职业人"到"专业人"的身份变迁与认同。教师道德具有多层次发展逻辑,体现在"社会人"范畴中的教师道德、"职业人"范畴中的教师道德以及"专业人"范畴中的教师道德。教师道德发展遵循从社会道德到职业道德到专业道德的多层次发展逻辑,具有内在的历史统一性与自我统一性。在当前教师专业化的发展背景之下,教师道德的三大范畴基于教师职业的专业发展趋势逐步走向内在统一,社会道德和职业道德依然是教师专业道德得以有效发展的恒久基础与必要条件。

Teachers’ morality,resulting from internal and external interactions based on the change of the times,is characterized by "heredity" and "revolution." Teachers’ occupation grew out of nothing and turned into a "profession," and an individual teacher changed from "a member of society" to "a person engaged in an occupation," and eventually to "a professional person." Therefore,teachers’ morality has a multilevel logic of development,reflected in the categories of "a member of society," "a person engaged in an occupation," and "a professional person," respectively. This logic is historically and individually unified. Currently,in the background of the professional development of teachers,these categories tend towards internal unity,and social morality and occupational morality still remain an eternal basis and a necessary condition for the effective development of teachers’ professional morality.