师德的伦理意蕴与师德养成的认识
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摘要
教师的素质关乎教育的成败,师德的伦理意蕴不仅通过负有神圣职责的教师职业彰显出来,还体现在对学生智力和心理发展的影响上。它是大学"教育场域"里教师"生存心态"的再现,更是构成大学文化的重要组成部分。师德养成是在外在价值的引领下,由内向外的自发、自觉、自主的形成过程,而非由外向内的灌输过程,即"内化于心"和"外化于行"的统一。爱是师德内化的基础,对教师职业道德规范的认同与敬畏是师德内化的前提,承担义务和履行责任是实现师德内化的关键。
The quality of teachers is related to the success of education. The ethical implication of teachers' morals is not only manifested through the sacred duties teachers perform, but is also reflected in teachers' influence on student's intellectual and mental development. It is the representation of the "survival mentality" of teachers in the "educational field" of the university, and is an important part of university culture. Guided by the external value, the cultivation of teachers' morals is the inside-out process of spontaneous, self-conscious and autonomous formation, rather than the process of indoctrination from the outside. Namely, it is the unity of "internalization" and "externalization". To love students is the foundation of teachers' morality. The recognition and reverence towards the code of professional ethics is the premise of teachers' morality. To fulfill the obligation and perform the responsibility is the key to the realization of teachers' morality.
The quality of teachers is related to the success of education. The ethical implication of teachers' morals is not only manifested through the sacred duties teachers perform, but is also reflected in teachers' influence on student's intellectual and mental development. It is the representation of the "survival mentality" of teachers in the "educational field" of the university, and is an important part of university culture. Guided by the external value, the cultivation of teachers' morals is the inside-out process of spontaneous, self-conscious and autonomous formation, rather than the process of indoctrination from the outside. Namely, it is the unity of "internalization" and "externalization". To love students is the foundation of teachers' morality. The recognition and reverence towards the code of professional ethics is the premise of teachers' morality. To fulfill the obligation and perform the responsibility is the key to the realization of teachers' morality.
引文
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[15](德)康德.实践理性批判[M].关文运,译.上海:商务印书馆,1960:164.
[16]俞世伟,白燕.规范·德性·德行——动态伦理道德体系的实践性研究[M].上海:商务印书馆,2009:32.
[17]中共中央国务院关于全面深化新时代教师队伍建设改革的意见 [A/OL].(2018—01—31).http://www.gov.cn/xinwen/2018-01/31/content_5262659.htm.
[2]梅贻琦.大学一解[J].清华学报,1941,13(1):1-12.
[3](美)约翰·杜威.学校与社会·明日之学校[M].赵祥麟,等译.北京:人民教育出版社,2015:25.
[4](苏联)伊·安·凯洛夫.教育学[M].北京:人民教育出版社,1975:693.
[5]联合国教科文组织国际教育发展委员会.学会生存——教育世界的今天和明天[M].华东师范大学比教教育研究所,译.北京:教育科学出版社,2009:86.
[6](法)雅克·马里坦.教育在十字路口[M].高旭平,译.北京:首都师范大学出版社,2012:39.
[7](美)约翰·S·布鲁贝克.高等教育哲学[M].王承绪,等译.杭州:浙江教育出版社,1988:145.
[8]刘生全.论教育场域[J].北京大学教育评论,2006(1):78—91.
[9]张中文.师德建设的道德性探讨[J].现代教育科学,2010(6):63.
[10]檀传宝.论教师的良心[J].教育理论与实践,2000(10):29-32.
[11][14](德)雅斯贝尔斯.什么是教育[M].邹进,译.北京:生活·读书·新知三联书店,1991:92,5.
[12](苏联)JI.B 赞科夫.和教师的谈话[M].杜殿坤,译.北京:教育科学出版社,1980:30.
[13](苏联)B.A.苏霍姆林斯基.给教师的建议(下)[M].杜殿坤,译.北京:教育科学出版社,1981:182.
[15](德)康德.实践理性批判[M].关文运,译.上海:商务印书馆,1960:164.
[16]俞世伟,白燕.规范·德性·德行——动态伦理道德体系的实践性研究[M].上海:商务印书馆,2009:32.
[17]中共中央国务院关于全面深化新时代教师队伍建设改革的意见 [A/OL].(2018—01—31).http://www.gov.cn/xinwen/2018-01/31/content_5262659.htm.