问责视角下我国师德失范问题处理现状的质性分析与提升策略研究——基于387个师德失范问题通报案例

A Qualitative Analysis and Improvement Strategy Study of the Status Quo of Chinese Teachers'Misbehavior in Line with Accountability—A Study of 387 Reported Cases of Teacher Misbehavior

师德失范问题是师德师风建设进程中亟须铲除的痼疾,处理师德失范问题的本质是对未履行师德责任教师的责任追究。本研究采用内容分析方法,基于问责视角,从问责主体、问责客体、问责情形、问责程序、问责方式5个维度对我国387项师德失范问题通报案例进行全面梳理和深入分析,了解师德失范问题处理的现实样态,并据此提出提升策略:克服“刮风式、运动式”工作方法,推进问责常态化;丰富“单一化、垂直化”问责路径,促进问责主体多元化;细化“一般性、普遍性”的问责情形,提升针对性与可操作性;构建高渗透、强衔接的配套机制,保障师德失范问责效能的发挥。

Teachers'improper behavior is a chronic disease that needs to be eradicated in the process of teacher morality construction.The essence of uprooting such an improper behavior is to make the misbehaved teachers accountable for their behavior.This study approaches teachers'misbehavior from the five dimensions of accountability subject,accountability object,accountability situation,accountability procedure,and accountability method,and puts forward such improvement strategies based on 387 cases of reported teachers'misbehavior as preferring the normalization of accountability system to“windy and sporty”working methods,enriching the“single,vertical”accountability path to diversify accountability subjects,discarding the“general and universal”rules to choose detailed and applicable ways,and building a supporting mechanism with high penetration and strong connection to ensure the performance of accountability system.