On Evaluating University Teachers’ Morality and Ethics in the New Era

University teachers play an important role in promoting moral and political education among university students.Regular and long-term construction of teachers’morality and ethics will contribute to the success of the fundamental task of cultivating talents.The present study proposes that due to the multiple identities of university teachers,it is necessary to evaluate the construction of teachers’morality and ethics in terms of what to evaluate and how to evaluate?It is expected that the attempt will provide useful guidance for the construction of university teachers’morality and ethics.

Reflections on Teachers’Professional Ethics in Colleges and Universities

Teachers in colleges and universities are the nurturers of the core talents of the country.Teachers’comprehensive quality levels in colleges and universities fundamentally determine the quality of talent cultivation in colleges and universities,the level of scientific research,and the contribution to society.Based on moral cultivation and teachers’professional moral cultivation,this paper discusses the problems in the professional moral cultivation of college teachers and the measures to improve the professional moral cultivation of college teachers.

美国提升中小学教师质量的校本改革——TAP^(TM)综合改革方案述评

"教师与学生提升制度"是美国提升教师质量的校本改革方案,也是以教师评估为中心的综合性改革方案,其目的在于通过制度创新来吸引、留任中小学教师,为教师的校本专业发展提供空间和动力。该方案的改革策略包括:设置教师职业发展梯级、组织校本合作教研、建立有效的教师评估体系和以评估为导向的绩效奖励制度。注重整体、立足校本、拟重团队、过程与结果并重、基于研究是这项改革方案的特点。该改革方案在美国目前还处于不断上升的发展过程中。

“经师”与“人师”统一:我国中小学教师职前培养的关键难点

中小学教师职前培养是其职业生涯的主体中心环节,在此过程中强调“经师”与“人师”的统一,是其可否成为教师职业胜任者的重中之重,也是中小学教师职前培养的关键难点。当前我国中小学教师职前培养偏重“经师”,体现出知识本位、技能本位、实践本位等目标取向。实现“经师”与“人师”的统一培养特别是培养“人师”意义重大,培养“人师”不仅是弘扬中华优秀传统文化的内在要义,而且是落实“立德树人”教育根本任务的必然要求,还是新时代建设高质量教师队伍的根本遵循。目前在实现“经师”与“人师”统一过程中,还面临着培养主体育人理念存在错位、培养对象在专业学习过程中功利化倾向较为严重、培养过程的核心维度和关键内容失之偏颇等问题。基于此,中小学教师职前培养应遵循国家聚焦制度政策建设、学校致力培养过程改革、高校教师夯实“人师”培养能力、师范生主动提升“人师”力等多维协同,最终实现“经师”与“人师”的统一培养。

A Study on the Dilemma of Contemporary Teachers'Moral Life

The essence of teachers is to live a moral life with students and create a possible moral life together.At present,the alienation of teachers'moral life has reached an amazing degree.Based on this,at the conceptual level,rediscover the emotional dimension of teachers'moral life in a humanistic way and turn to the inner power of teachers'emotional life.At the practical level,it emphasizes the cultivation of emotional quality of moral life.

Discussion on Teacher's Role under Life Threatening Circumstances

This paper first reviewed a controversial case in which a teacher ran away from his students in a earthquake. Several educational ethnic questions were aroused from the case: Is protecting students part of teacher's job? To what extent should it be applied? etc. Then the author aims to answer these questions based on a real case study from philosophical perspective, that is, analyzing teacher's role(i) as a human being;(ii) as a educator;(iii) as a educatee. Finally the paper concludes that teachers should protect their students even under life threatening circumstances.

Teacher's Professional Ethics

Teachers play an important role in society,whose career is considered to be the most glorious one under the sun.They have deep and lifelong influence on students and the prosperity of a country and even the bright future of the whole world.Teacher should be a person with great virtue that sets good examples for the students.However,nowadays,there exist various problems about teacher’s ethics due to complex social,economical,cultural or personal issues.It’s urgent and imperative for teachers to learn and improve professional ethics to be a better mentor.This paper begins with the definition of ethics,emphasizes the importance of teachers’professional ethics,talks about current situation in this area,analyzes the reasons why there are immoral problems about teachers and suggests some practical strategies on how to improve it.

Emotional Value Care to Promote Emotional Communication Between Teachers and Students Under the New Era of Education Mode

With the development of the times and the progress of the society,the ancient education mode can no longer meet the requirements of the times.The concept of educating people must keep pace with the times.The way teachers and students get along is no longer like in ancient times,where teachers teach students to listen.In the new era,it is necessary to build a new model of interaction between teachers and students.If educators pay attention and come to understand students’psychology,listen to students’aspirations,tend to students’emotions,grow in love for education,and treat students from their hearts,they would be able to win the favor of students.Paying attention to students’emotional value can promote emotional communication between teachers and students.It is possible to adapt to the requirements of the new era for the construction of morality and ethics among teachers by caring for students’emotional value.

Moral Education-The Wind Vane for College Teachers to Carry out Curriculum Ideology and Politics

Moral education is the fundamental task of education.It does not only include the inheritance of the fine traditional thoughts of the Chinese nation,but also the deepening of the new era of education concept with the new development in this changing world.Moral education has been widely implemented in the practical education process of colleges and universities and has achieved some outstanding results,but there are still some areas to be improved.Teachers in colleges and universities are the key to implement the concept of moral education,and classroom teaching is the main channel for the implementation of moral education.Therefore,teachers in colleges and universities need to deeply understand the essence and connotation of moral education,accurately grasp the practical problems existing in moral education,focus on the curriculum construction and the main channel of the classroom,and make every effort to exercise curriculum ideology and politics.

论教育家精神与师德修养的三个方向

教育家精神是教师职业精神的最高境界。关注这一精神对于当前的师德建设来说,具有十分重要的意义。教育家精神蕴含了教育家所应有的高超的教学专业能力、强烈的社会责任担当、坚定的奋斗与奉献自觉。教育家精神的三个维度实际上也指明了教师的师德修养应当努力的三个方向。因此,新时代教师的师德修养实践,要注意结合教师教学能力的专业提升、涵养教师贡献社会的浩然之气、助力教师“为己之学”的师德构建。

《教师法》修订背景下公立高校教师师德失范行为的识别与治理

当前高校教师师德失范行为屡屡发生,高校相应调查处理存在诸多争议,师德失范行为的认定存在识别标准、治理程序和评判依据模糊等问题。在厘清公立高校教师法律地位基础上,我国应遵循程序正义与比例原则,明确高校教师师德规范边界;建立和完善以调查与听证为核心的高校教师师德失范行为治理程序;基于主客观标准、初再犯情节以及后续行为三方面评估教师师德失范行为过错程度,合理确定教师师德失范行为惩戒等级。

大中小学思政课教师一体化建设的核心要义、现实挑战及推进策略

习近平总书记强调,“要把统筹推进大中小学思政课一体化建设作为一项重要工程”。作为大中小学思政课一体化建设的重要抓手和关键环节,大中小学思政课教师一体化建设应被高度重视、全面理解和科学把握。在核心要义方面,大中小学思政课教师一体化建设注重恪守立德树人的价值导向,遵循协同育人的理念指导,强调“六要素养”的队伍锻造。就其面临的现实挑战而言,当前存在一些思政课教师一体化建设意识不够、教师配备不足、教师素质能力不齐、教师培训和协同不强等问题。推进大中小学思政课教师一体化建设,要在打通各学段思政课教师队伍意识、配备、素质、培训、协同、管理之间的环节上下功夫、见实效。

基于课程思政的融合教学模式探索--以细胞生物学课程为例

立德树人是高等教育的根本任务,而将课程思政融入课堂教学是实现“三全育人”的重要途径。以杭州师范大学生物科学专业细胞生物学教学为例,构建思政视域下的课内外、校内外、线上线下资源充分混合,并将任务驱动教学、案例教学、实践教学等不同形式融合其中的教学模式。结合该校师范专业人才培养方案和教学大纲,将立德树人和“三位一体”的教育理念融入细胞生物学课重要知识点,有助于培养学生严谨科学作风和爱国情怀,与思政教育同向同行,形成协同效应。

大学质量文化视域下的高校师德建设策略探析

大学质量文化是新时代高等教育内涵发展的重要表征和内在要求,高校师德既是大学质量文化的核心内容,也是保障条件。通过对本科高校的教学质量年度报告、年度教育教学工作校长述职报告、高校内部质量标准和制度个案的分析,由此得出将师德规范融入教育质量标准是最基本要求、将师德建设融入教学实践是最有效方式、将学生评价纳入师德考核是最客观评价的研究结论。在此基础上,提出“四位一体”的高校师德建设体系、“四个相统一”的师德建设原则和“四个到位”的师德建设策略。

新时代体育教师师德师风建设的维度表征、主要问题与推进路径

党的二十大报告明确提出,要“加强师德师风建设,培养高素质教师队伍,弘扬尊师重教社会风尚”,这为教师铸魂育人的角色定位提出了新时代的要求。学校体育是教育的重要组成部分,而体育教师的师德师风在落实学校体育目标过程中又发挥着关键作用。研究表明,新时代推进体育教师师德师风建设主要体现在四个维度:以德立身——体育教师应先正己;以德施教——体育教师应注重“以体育德”;以德立学——体育教师应严谨治学;以德育德——体育教师应积极化人。当前体育教师师德师风建设主要存在专业特色不够突出、失范行为红线有待廓清、落实载体虚化、评价体系有待健全等问题。未来推进体育教师师德师风建设的路径:做好体育教师师德师风建设顶层设计;开发体育教师师德师风的培训研修课程;坚持师德师风建设的底线思维与高标引领;以“课程思政”为重要载体落实体育教师师德师风建设;健全科学的体育教师师德师风评价体系。

哲学视域下教师发展的德性存在、构成与实践

教师德性是教师发展内在、自主的驱动力量,是教师得以实现持续性发展的逻辑起点。这一德性存在根植于关系视域,以教师的社会性存在为基础,呈现为人与物的关系、人与人的关系。教师在发展过程中要具有时代性的德性知识、审辩性的德性能力、超越性的德性信仰。只有在人自觉、对象性的活动中,综合性的德性品格才会生成,因此还要关注教师发展的德性实践,了解教师生活活动样态中内在善的生成与外在善的实现。只有在哲学视域下建构起对教师德性的存在、构成和实践的整体逻辑认知,才能促进教师发展的自主和持续性发生。

构建高职立德树人教学团队的挑战及对策研究

高职教育是教育事业中不可或缺的一部分,“立德树人”是教育的根本任务。文章探讨了高职教育中教师如何更好地落实“立德树人”的使命与责任,提出了打造“思政教师—辅导员/班主任—专业教师”三位一体立德树人教学团队的对策和建议,以期进一步推动高职教育的发展。

师风与师德治理

教师的职业道德不能简单地以师德规范进行判定,师德规范背后还有更高的价值,即师风。师风决定于教育的本质和职能。根据教育在农业文明、工业文明和信息文明的不同职能,提炼出了为人师表、传道授业、指引促进这三个迭代融合的师风。依据师风进行师德评判可以使师德治理跟教育本质保持一致性,否则,师德治理就容易流于道德实在论,将师德规范仅仅看作外在权威的强制性“要求”,而不是教师职业成长的“需要”;评价师德行为也会倾向于根据规范的字面意思而不是它的精神实质,或依据行为的结果而不是动机。有了师风,师德治理会赋予教师无限的创造空间,使教师在更高层次上体现教育家精神。

教育家精神的形成机理及践行路向

大力弘扬与践行教育家精神是当前培养高素质专业化创新型教师、建设教育强国的政策导向和现实需求。教育家精神的形成有自然生成和主动建构两种方式,教育者长期的教育实践活动、国家优秀的传统文化以及教育者在当下时代背景下经过高度概括与凝练的思想理念构成了教育家精神形成的三个关键要素。中国特有的教育家精神的形成与发展过程经历了从历史被动到历史主动的转换,这种转换表明中国特有的教育家精神蕴含着深刻而丰富的教育理念,对教师有着重要的实践引领作用,由此也彰显了教育家精神的实践取向。树立系统思维,构建“社会—学校—个人”三位一体的精神培育体系;强化榜样示范,建立“自我赋能—他者赋能—赋能他者”的协同机制,是教育家精神从教育理念向教育实践转化的践行路向。

中学教师工作-家庭冲突对其教学效能感的影响:道德情感的中介作用

为了探讨中学教师道德情感在工作-家庭冲突对教学效能感影响过程中的作用机制,采用工作-家庭冲突量表、教学效能感量表和教师道德情感量表并以方便抽样方式选取537名中学教师实施问卷调查。结果显示:中学教师工作-家庭冲突能显著负向预测教学效能感和道德情感,中学教师道德情感能显著正向预测教学效能感;中学教师工作-家庭冲突不仅可以直接影响教学效能感,而且可以通过道德情感的中介作用间接影响教学效能感。因此,建议通过帮助中学教师树立家庭与工作边界意识,缓解中学教师心理压力,培育积极情绪及加强教师职业素养教育等途径,改善中学教师工作-家庭冲突导致的负面影响,提升其道德情感水平,从而增强其教学效能感。