试论教师专业道德建设下教师专业权利与专业义务的平衡

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试论教师专业道德建设下教师专业权

利与专业义务的平衡

摘要

教师职业道德经历了封建社会的“圣贤化”、工业社会的“机械化”与“标

准化”、现阶段的教师专业道德。教师专业道德是现阶段教师专业化发展的内在要

求。

传统的教师道德强调通过教师个人修养、个人道德情操影响教师的职业行为，

教师专业道德不止于此，它更强调教师以专业精神与专业水平保障专业品质服务

学生，以此调节教师与学生之间道德关系。本文紧扣教师专业道德建设的主题，

从教师专业权利和教师专业义务角度分析现阶段教师专业道德中出现的师德“崇

高性”和底线师德失守的原因，并且提出了相关的建设措施。

第一章着重探讨了教师专业道德的内涵，通过对师德历史演进的阐述以及教

师专业道德与教师职业道德的比较分析，加深了对教师专业道德的理解，并提出

建设教师专业道德的意义，为下文的展开提供基础。

第二章着重分析了我国教师专业道德建设中存在的问题。我国教师专业道德

建设正处于初期阶段，很多方面受到传统教师职业道德的影响，其中重视教师专

业道德“崇高虚幻性”和忽视底线教师专业道德的现象大大阻碍了教师专业道德

建设的发展。

第三章主要从教师专业权利和教师专业义务的角度分析了问题产生的原因。

教师的部分专业权利过大导致教师侵占了教育活动中其他个体尤其是学生的权利

不利于和谐师生关系的形成；而教师的部分专业义务的扩张和部分专业权利的匮

乏则阻碍了教师的专业道德发展。上述分析，为教师专业伦理建设中教师专业权

利与教师专业义务的平衡提供参考。

第四章提出趋向教师专业权利与专业义务平衡的措施。教育主管部门化管理

为服务、发展教师群体、促进教师专业组织的改革等。最后，论文提出了此研究进

一步深入的研究方向。

关键词：教师专业道德教师专业权利教师专业义务均衡

ABSTRACT

Teachers' professional ethics is a concrete manifestation of the teacher occupation

morality in present stage, also is the intrinsic requirement of teacher professional

development, which is a historical process, through the feudal society "saints",

industrial society "mechanization" and "standardization", and finally to the

"professionalization". Teachers' professional ethics not only requires the teachers to

personality, conscience, occupation duty to influence students, teach students, more

need to rely on Teachers' professional knowledge and professional skills to serve the

students, said the teachers' professional morality and more emphasis on teacher's

professional level and service consciousness from this point of view, to meet the needs

of students' all-round development as the ultimate goal. Professional ethics of teachers

construction to the theme of this paper, explains the current situation of construction

necessity, the present stage construction of teacher's professional ethics and related

suggestions.

The first chapter mainly discusses the connotation of teacher's professional ethics,

through the comparison between the historical evolution of the morality of the

elaboration and the teachers' professional ethics and the teacher occupation morality,

enhance the professional morality of teachers to understand, and put forward the

construction of teacher's professional ethics significance, provide a theoretical basis for

the following.

The second chapter focuses on the analysis of the existing in the construction of

professional ethics of teachers in china. The construction of professional ethics of

teachers in our country is still at an early stage, many aspects of the influence of

traditional teacher occupation morality, which attaches to the teachers' professional

morality "sublime fantasy" and ignore the bottom line of teachers' professional ethics

phenomenon greatly hindered the development of the construction of teachers'

professional ethics.

The third chapter mainly analyzes the causes of the phenomenon mentioned above

from the teachers' professional rights and teachers' professional view of duty. Teachers

professional too big right encroached on other individual education situation of rights,

not conducive to the formation of a harmonious relationship between teachers and

students; and the lack of teachers in some professional obligations expansion and part of

professional rights hinder teacher drill development. Analysis of these reasons, provides

the reference for the teachers of teachers professional ethics construction of professional

rights and teachers' professional obligations.

In the fourth chapter, the government management service, promote teachers and

teacher professional organization development and other aspects of the measures to

solve the problem mentioned above. The last part is the conclusion; put forward the
research direction for further study in depth.
Keywords: Teachers' professional ethics, Teachers' professional rights,
Teachers' professional obligations, Equilibration
目  录
中文摘要
ABSTRACT
第一章 绪论......................................................................................................................1
1.1 引言......................................................................................................................1
1.2 教师职业道德在各个历史阶段的表现形式......................................................2
1.2.1 农业社会下的“圣贤化”........................................................................2
1.2.2 工业社会下的“机械化”与“规范化”................................................3
1.2.3 现阶段的“专业化”................................................................................5
1.3 教师专业道德内涵..............................................................................................6
1.3.1 教师专业化................................................................................................6
1.3.2 教师专业道德............................................................................................7
1.3.3 教师专业道德与传统教师职业道德的区别............................................8
1.4 文献综述..............................................................................................................9

4.1 国内研究现状............................................................................................9
4.2 国外研究..................................................................................................10
5、研究的意义.....................................................................................................12
6 研究思路和方法................................................................................................13
6.1 研究思路..................................................................................................13
6.2 研究方法..................................................................................................13
第二章 师德“崇高性虚幻性”与底线师德失守........................................................14
1 “崇高虚幻”：教师专业道德认识的误区....................................................14
1.1 教师专业道德过分理想化，不接近现实..............................................14
1.2 教师专业道德标准过分抽象，可行性不强..........................................15
2 关注底线师德，恪守教师道德的底线............................................................16
2.1 教师专业道德的底线..............................................................................16
2.2 恪守教师专业道德底线，确保教师专业道德底线的合理性..............17
第三章 原因分析............................................................................................................19
1 教师专业权利和教师专业义务........................................................................19
1.1 教师专业权利..........................................................................................20
1.2 教师专业义务..........................................................................................21
2 教师的部分专业权利过大，侵占学生权利....................................................23
2.1 教师拥有过大的课堂实施权，侵犯了学生的学习自主权..................23
2.2 滥用管理、评价学生权，违背教育公平原则......................................25
3 教师部分权利匮乏、教师义务扩张................................................................26
3.1 教师专业义务的扩张，加重了教师的负担..........................................27
3.2 教师部分专业权利匮乏..........................................................................28
第四章 促进教师专业权利与专业义务平衡的建议....................................................32
1 转变教育主管部门职能，化管理为服务........................................................32
1.1 逐步将教师纳入课程编制的主体..........................................................32
1.2 逐步退出教师专业道德规范具体细则的制定......................................32
1.3 为教师权利行使创造条件并实行监督..................................................33
2 促进教师群体的发展........................................................................................33
2.1 教师增强专业权利意识..........................................................................33
2.2 提高教师的专业素养..............................................................................34
2.3 尊重教育情境中他人的权利..................................................................34
3 发展教师专业组织............................................................................................34
3.1 改革教育工会..........................................................................................35
3.2 发展学术共同体，促进教师专业能力的培养......................................36
4 重建教师专业道德规范，兼顾“崇高性”和底线师德................................36
4.1 教师成为专业道德规范制定的主体......................................................36
4.2 扩大学生、家长、社会公众等相关利益者的参与..............................37
结语.................................................................................................................................37
附录一.............................................................................................................................38
附录二.............................................................................................................................40
附录三.............................................................................................................................43
参考文献.........................................................................................................................45

在读期间公开发表的论文和承担科研项目及取得成果.............................................47

致谢.................................................................................................................................48

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摘要：

试论教师专业道德建设下教师专业权利与专业义务的平衡摘要教师职业道德经历了封建社会的“圣贤化”、工业社会的“机械化”与“标准化”、现阶段的教师专业道德。教师专业道德是现阶段教师专业化发展的内在要求。传统的教师道德强调通过教师个人修养、个人道德情操影响教师的职业行为，教师专业道德不止于此，它更强调教师以专业精神与专业水平保障专业品质服务学生，以此调节教师与学生之间道德关系。本文紧扣教师专业道德建设的主题，从教师专业权利和教师专业义务角度分析现阶段教师专业道德中出现的师德“崇高性”和底线师德失守的原因，并且提出了相关的建设措施。第一章着重探讨了教师专业道德的内涵，通过对师德历史演进的阐述以及教师专业...

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