我国中小学教师职业规范政策研究
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摘要
党和国家一直高度重视中小学教师职业规范建设。我国中小学教师职业规范的内容,始终包含"思想政治素质""职业道德规范""个人品德修养"三个方面。近年来,我国的教师职业规范建设呈现出从工具本位转向教师本位、从提倡到提倡与禁止并重、日益注重规范的针对性、科学化、国际化等特征,形成了教育、宣传、考核、激励、监督、惩处、保障七方面的实施机制。注重地方性、校本性教师行为规范细则的制订,加强政策实施效果的评估,强化师德教育中的以能养德,是中小学教师职业规范建设应该关注的方向。
China has been attaching great importance to the development of the professional ethics of primary and secondary school teachers,including ideological and political qualities,professional conduct code,and personal morality.In recent years,the development has been characterized by the shift from tool oriented to teacher oriented and the combination of requirements and prohibitions.It emphasizes specialization,internalization,and scientization of code,and is implemented through an integrating system of training,promoting,assessment,incentive,supervision,penalization and support.In order to promote the teachers' professional ethics,China should put more efforts on formulating the local policies or schoolbased policies,the assessment of the policy implementation effects,and ethics training based on ability improvement.
China has been attaching great importance to the development of the professional ethics of primary and secondary school teachers,including ideological and political qualities,professional conduct code,and personal morality.In recent years,the development has been characterized by the shift from tool oriented to teacher oriented and the combination of requirements and prohibitions.It emphasizes specialization,internalization,and scientization of code,and is implemented through an integrating system of training,promoting,assessment,incentive,supervision,penalization and support.In order to promote the teachers' professional ethics,China should put more efforts on formulating the local policies or schoolbased policies,the assessment of the policy implementation effects,and ethics training based on ability improvement.
引文
傅维利,朱宁波.(2003).试论我国教师职业道德规范的基本体系和内容.中国教育学刊,(2),52-56.
顾明远.(2015).既做经师,更做人师.北京师范大学学报(社会科学版),(1),8-9.
教育部.(2018).2017年全国教育事业发展统计公报,2018-07-19.http://www.moe.gov.cn/jyb_sjzl/sjzl_fztjgb/201807/t20180719_343508.html
教育部.(2013).教育部关于建立健全中小学师德建设长效机制的意见.http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/s7002/201309/156978.html
凌云志.(2016).新时代师德建设呼唤“人”的回归.教育科学研究,(3),15-18.
曲铁华,崔红洁.(2014).我国教师教育政策价值取向变迁的路径与特点:基于1978-2013年政策文本的分析.现代大学教育,(3),70-76.
石火学.(2012).教育政策执行的概念、属性与内在价值.江苏高教,(5),9-12.
王定华.(2018).新时代我国教师队伍建设的形势与任务.教育研究,(3),4-11.
王维荣,约瑟夫·布朗.(1999).美加等国教师职业道德教育的特点.教育科学,(3),56-58.
邱伟光.(2008).与时俱进地完善教师职业道德规范.思想·理论·教育,(9),9-12.
王正平.(2001).美国教育职业伦理准则的研究、制定与演进.思想.理论.教育,(6),9-11.
王俏华.(2010).对我国教师师德规范的重新思考.教育导刊,(9上),51-53.
马健生,冯海波,谷忠玉.(1999).新中国师范生教师职业道德教育的经验与教训.教育科学,(3),49-52.
孙绵涛.(2001).关于国家教育政策体系的探讨.教育研究,(3),8-10.
张桂春.(2001).国外教师职业道德建设的经验及启示.教育科学,(1),33-36.
郅庭瑾,吴慧蕾.(2009).我国教师职业道德教育的发展与评价。中国教育学刊,(8),27-29.
Eisenhart,M.,&Towne,L.(2003).Contestation and change in national policy on“scientifically based”education research.Educational Researcher,32(7),31-38.
Jones,L.(2007).Thestudent-centered Classroom.Cambridge University Press.
Shulman,L.S.(1987).Knowledge and teaching:Foundations of the new reform.Harvard Educational Review,57,1-22.
Sun,R.C.F.&Shek,D.T.L.(2012).Student classroom misbehavior:An exploratory study based on teachers' perceptions.The Scientific World Journal,Article ID208907,1-8.
Bryk,A.S.,&Driscoll,M.E.(1988).The School as Community:Theoretical Foundation,Contextual Influences,and Consequences for Students and Teachers.Madison,WI:National Center for Effective Secondary Schools,University of Wisconsin.
顾明远.(2015).既做经师,更做人师.北京师范大学学报(社会科学版),(1),8-9.
教育部.(2018).2017年全国教育事业发展统计公报,2018-07-19.http://www.moe.gov.cn/jyb_sjzl/sjzl_fztjgb/201807/t20180719_343508.html
教育部.(2013).教育部关于建立健全中小学师德建设长效机制的意见.http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/s7002/201309/156978.html
凌云志.(2016).新时代师德建设呼唤“人”的回归.教育科学研究,(3),15-18.
曲铁华,崔红洁.(2014).我国教师教育政策价值取向变迁的路径与特点:基于1978-2013年政策文本的分析.现代大学教育,(3),70-76.
石火学.(2012).教育政策执行的概念、属性与内在价值.江苏高教,(5),9-12.
王定华.(2018).新时代我国教师队伍建设的形势与任务.教育研究,(3),4-11.
王维荣,约瑟夫·布朗.(1999).美加等国教师职业道德教育的特点.教育科学,(3),56-58.
邱伟光.(2008).与时俱进地完善教师职业道德规范.思想·理论·教育,(9),9-12.
王正平.(2001).美国教育职业伦理准则的研究、制定与演进.思想.理论.教育,(6),9-11.
王俏华.(2010).对我国教师师德规范的重新思考.教育导刊,(9上),51-53.
马健生,冯海波,谷忠玉.(1999).新中国师范生教师职业道德教育的经验与教训.教育科学,(3),49-52.
孙绵涛.(2001).关于国家教育政策体系的探讨.教育研究,(3),8-10.
张桂春.(2001).国外教师职业道德建设的经验及启示.教育科学,(1),33-36.
郅庭瑾,吴慧蕾.(2009).我国教师职业道德教育的发展与评价。中国教育学刊,(8),27-29.
Eisenhart,M.,&Towne,L.(2003).Contestation and change in national policy on“scientifically based”education research.Educational Researcher,32(7),31-38.
Jones,L.(2007).Thestudent-centered Classroom.Cambridge University Press.
Shulman,L.S.(1987).Knowledge and teaching:Foundations of the new reform.Harvard Educational Review,57,1-22.
Sun,R.C.F.&Shek,D.T.L.(2012).Student classroom misbehavior:An exploratory study based on teachers' perceptions.The Scientific World Journal,Article ID208907,1-8.
Bryk,A.S.,&Driscoll,M.E.(1988).The School as Community:Theoretical Foundation,Contextual Influences,and Consequences for Students and Teachers.Madison,WI:National Center for Effective Secondary Schools,University of Wisconsin.