从制度约束到活动引领:新时代高校师德建设的范式转换

From Institutional Constraint to Activity Guidance:The Paradigm Shift of Teacher Ethics Construction in Universities in the New Era

基于制度约束的师德发展,是一种外在强制力规约下的他律发展模式。这种发展模式的弊端不仅仅在于制度约束力随时间而衰减,更在于其无法将制度与高校教师"教育世界"有机对接。而师德建设的"活动"范式,旨在将师德制度与规范的要求全面渗透到常态化和主题式的师德活动之中,通过活动科学设计与实施,充分激发教师主体性,进而提升师德建设的效能。师德活动主要依托二级学院这一基础平台和相关师德共同体,凸显多主体的"协同"。活动形式主要为:与德高者同行的"问道"式师德活动;主题研修形式的"寻道"式师德活动;以绽放师德之花为特征的"仪式"式师德活动。

The ethics development based on institutional constraint is a kind of heteronomy development mode under external coercive force.The disadvantage of this development model is not only that the binding force of the system decreases with time,but also that it fails to connect the system with the"education world"of university teachers.The"activity"paradigm of teachers’ethics construction aims to comprehensively infiltrate the requirements of teachers’ethics system and norms into the normalized and thematic activities of teachers’ethics,and fully stimulate teachers’subjectivity through the scientific design and implementation of activities,so as to enhance the efficiency of teachers’ethics construction.The activities of teachers’ethics mainly rely on the basic platform of schools and the community of teachers’ethics,highlighting the"coordination"of multiple subjects.The main forms of teachers’moral activities are:activities oriented on"learning from"venerable peers;"inquiring"activities in the form of theme research and study;and"ritual"activities featuring the blossoming of morality.