教师职业行为规范的国际比较及其启示
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摘要
选取欧、美、亚、澳地区的代表性国家,较为系统地考察了其教师职业行为规范建设情况。总体看来,国外教师职业行为规范基本包含师德理想、师德原则、师德规则三个层面,主要围绕教师与学生、教师与家长、教师与同事、教师与雇主等方面关系界定;各国师德行为规范条文相对具体、可操作性强;在师德规范培养上,普遍注重实践中的养成教育。但不同国家的教师行为规范在制订主体、功能定位上存在明显差异。以此为参照,我国的教师职业行为规范教育必须继续坚持社会本位;应适当加强师德规则教育,强化教师的行为底线意识;在师德教育方法上,应进一步注重多样化和实践性,应该把师德教育贯穿教师职业生涯发展的始终。
By investigating professional conduct codes for teachers in ten representative countries in North America,Europe,Asia,and Australia,this paper finds that the codes are mainly constituted by commissions,principles and rules,mainly involving in teachers' commitments to students,parents,colleagues,and employers.This paper also reveals that most of the codes are defined in specific terms,and may serve as a feasible guidance for implementation and that learning-bydoing method is commonly adopted in cultivating teachers' professional ethics.However,the codes of different countries vary in terms of the makers and functional orientations.Based on the comparative analysis,it is suggested that China's professional conduct code training for teachers should take society as orientation and emphasize the baseline of professional conducts and that the training should be implemented through the whole professional career of teachers in a diversified and practical way.
By investigating professional conduct codes for teachers in ten representative countries in North America,Europe,Asia,and Australia,this paper finds that the codes are mainly constituted by commissions,principles and rules,mainly involving in teachers' commitments to students,parents,colleagues,and employers.This paper also reveals that most of the codes are defined in specific terms,and may serve as a feasible guidance for implementation and that learning-bydoing method is commonly adopted in cultivating teachers' professional ethics.However,the codes of different countries vary in terms of the makers and functional orientations.Based on the comparative analysis,it is suggested that China's professional conduct code training for teachers should take society as orientation and emphasize the baseline of professional conducts and that the training should be implemented through the whole professional career of teachers in a diversified and practical way.
引文
陈丹.(2014).加拿大安大略省教师职业操守管理系统评析.外国教育研究,(4),74-79.
程红艳.(2011).英国专业教师应该避免的行为.中小学管理,(2),50-52.
戴少娟.(2013).教师专业伦理建设的国际比较及启示.福建教育学院学报,(4),52-56.
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.
胡锋吉.(2007).中小学教师解聘制度研究.教育科学,(6),21-24.
兰英.(2012).中美教师职业道德规范的文本分析及建议.西南大学学报(社会科学版),38(5),56-61.
雷蕾,叶·弗·布蕾兹卡琳娜.(2017).新时期俄罗斯教师职业道德建设的现实诉求与实践路径.现代教育管理,(10),124-128.
李翠艳.(2011).现代国外师德规范及其借鉴.教育教学论坛,(27),237.
林崇德.(2000).师德通览.济南:山东教育出版社.
罗朝猛.(2009).国外公立中小学教师兼职的法律与政策依据及其启示.上海教育科研,(1),18-20.
庞维国,陆烨.(2015).道德发展理论的演进及其教育启示.当代教育科学,(6),41-44.
申玉宝.(2013).中美“师德规范”的差异及其原因.当代教育科学,(4),32-34.
孙进.(2012).德国教师教育标准:背景·内容·特征.比较教育研究,(8),30-36.
涂尔干.(2001).道德教育.上海:上海人民出版社.
王楠,乔花云.(2017).法国中小学师德问责制的内容、特点及启示.教学与管理,(4),79-82.
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.
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.
王正平.(2013).美国教育职业伦理的理论研究、行为规范与实践.上海师大学报(哲社版),42(6),32-40.
谢欧,张凌洋.(2014).新加坡教师教育模式评述与启示.教师教育学报,(4),102-107.
徐延福.(2005).美国教师专业伦理建设及启示.比较教育研究,(5),71-83.
杨民.(1999).日本教师的职业道德及培养.教育科学,(3),59-61.
姚彤.(2009).国外及中国港台地区教师职业道德规范的共性及启示.天津市教科院学报,(3),59-62.
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.
张家雯,王凯.(2016).激励、共享和引导:澳大利亚教师伦理规范建设取向.教师教育论坛,(5),87-91.
郑金洲,黄向阳.(1997).联合国教科文组织、美、日、俄师德规范简介.教育参考(师德教育专辑).
中华人共和国教育部.(2008).中小学教师职业道德规范(2008年修订).http://old.moe.gov.cn//publicfiles/business/htmlfiles/moe/moe_2391/201212/xxgk_145824.html
中华人共和国教育部.(2018).教育部关于印发《新时代高校教师职业行为十项准则》《新时代中小学教师职业行为十项准则》《新时代幼儿园教师职业行为十项准则》的通知.http://www.moe.gov.cn/srcsite/A10/s7002/201811/t20181115_354921.html
朱小蔓.(2004).教育职场:教师的道德成长.北京:教育科学出版社.
Australian Capital Territory.(ACT,2006).Code of Professional Practice.http://www.det.act.gov.au/_data/assets/pdf_file/0007/17692/er_CodeProfessionalPractice.pdf.
National Council for Teacher Education.(NCTE,2011).Code of Professional Ethics for School Teachers.http://www.ncte-india.org/Approved%20by%20CP%20Final%20-%20Code%20of%20Professional%20Ethics%204%20march%202011.pdf.
Ontario College of Teachers.(OCT,2013).Ethical Standards.https://www.oct.ca/public/professional-standards/ethical-standards
National Union of Teachers.(NUT,2007).Code of Professional Conduct for Teacher.http://www.teachingcouncil.ie/_fileupload/Publications/finalcodes_34227443.brf.BandW.13jul2007.ck.pdf
Singapore Ministry of Education(SME).(2011).Teacher-qualification-training-faq.http://www.moe.gov.sg/educat-ion/preschool/files/teacher-qualification.training.faq.doc.
Turiel,E.(2008).Thought about actions in social domains:Morality,social conventions,and social interactions.Cognitive Development,23,136-154.
程红艳.(2011).英国专业教师应该避免的行为.中小学管理,(2),50-52.
戴少娟.(2013).教师专业伦理建设的国际比较及启示.福建教育学院学报,(4),52-56.
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.
胡锋吉.(2007).中小学教师解聘制度研究.教育科学,(6),21-24.
兰英.(2012).中美教师职业道德规范的文本分析及建议.西南大学学报(社会科学版),38(5),56-61.
雷蕾,叶·弗·布蕾兹卡琳娜.(2017).新时期俄罗斯教师职业道德建设的现实诉求与实践路径.现代教育管理,(10),124-128.
李翠艳.(2011).现代国外师德规范及其借鉴.教育教学论坛,(27),237.
林崇德.(2000).师德通览.济南:山东教育出版社.
罗朝猛.(2009).国外公立中小学教师兼职的法律与政策依据及其启示.上海教育科研,(1),18-20.
庞维国,陆烨.(2015).道德发展理论的演进及其教育启示.当代教育科学,(6),41-44.
申玉宝.(2013).中美“师德规范”的差异及其原因.当代教育科学,(4),32-34.
孙进.(2012).德国教师教育标准:背景·内容·特征.比较教育研究,(8),30-36.
涂尔干.(2001).道德教育.上海:上海人民出版社.
王楠,乔花云.(2017).法国中小学师德问责制的内容、特点及启示.教学与管理,(4),79-82.
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.
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.
王正平.(2013).美国教育职业伦理的理论研究、行为规范与实践.上海师大学报(哲社版),42(6),32-40.
谢欧,张凌洋.(2014).新加坡教师教育模式评述与启示.教师教育学报,(4),102-107.
徐延福.(2005).美国教师专业伦理建设及启示.比较教育研究,(5),71-83.
杨民.(1999).日本教师的职业道德及培养.教育科学,(3),59-61.
姚彤.(2009).国外及中国港台地区教师职业道德规范的共性及启示.天津市教科院学报,(3),59-62.
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.
张家雯,王凯.(2016).激励、共享和引导:澳大利亚教师伦理规范建设取向.教师教育论坛,(5),87-91.
郑金洲,黄向阳.(1997).联合国教科文组织、美、日、俄师德规范简介.教育参考(师德教育专辑).
中华人共和国教育部.(2008).中小学教师职业道德规范(2008年修订).http://old.moe.gov.cn//publicfiles/business/htmlfiles/moe/moe_2391/201212/xxgk_145824.html
中华人共和国教育部.(2018).教育部关于印发《新时代高校教师职业行为十项准则》《新时代中小学教师职业行为十项准则》《新时代幼儿园教师职业行为十项准则》的通知.http://www.moe.gov.cn/srcsite/A10/s7002/201811/t20181115_354921.html
朱小蔓.(2004).教育职场:教师的道德成长.北京:教育科学出版社.
Australian Capital Territory.(ACT,2006).Code of Professional Practice.http://www.det.act.gov.au/_data/assets/pdf_file/0007/17692/er_CodeProfessionalPractice.pdf.
National Council for Teacher Education.(NCTE,2011).Code of Professional Ethics for School Teachers.http://www.ncte-india.org/Approved%20by%20CP%20Final%20-%20Code%20of%20Professional%20Ethics%204%20march%202011.pdf.
Ontario College of Teachers.(OCT,2013).Ethical Standards.https://www.oct.ca/public/professional-standards/ethical-standards
National Union of Teachers.(NUT,2007).Code of Professional Conduct for Teacher.http://www.teachingcouncil.ie/_fileupload/Publications/finalcodes_34227443.brf.BandW.13jul2007.ck.pdf
Singapore Ministry of Education(SME).(2011).Teacher-qualification-training-faq.http://www.moe.gov.sg/educat-ion/preschool/files/teacher-qualification.training.faq.doc.
Turiel,E.(2008).Thought about actions in social domains:Morality,social conventions,and social interactions.Cognitive Development,23,136-154.