農(nóng)村中小學(xué)教師職業(yè)道德失范現(xiàn)狀及對(duì)策研究.docVIP

1碩士學(xué)位論文論文題目：農(nóng)村中小學(xué)教師職業(yè)道德失范現(xiàn)狀及對(duì)策研究姓名：學(xué)科、專業(yè)：倫理學(xué)研究方向：倫理學(xué)原理導(dǎo)師姓名、論文完成時(shí)間：2009年4月2中文摘要教師是人類靈魂的工程師，從事著太陽(yáng)底下最光榮的職業(yè)。他給人的印象是：品德高尚，學(xué)識(shí)淵博，安貧樂(lè)道，是真善美的化身，是人之楷模。他承擔(dān)著為祖國(guó)培養(yǎng)人才的神圣職責(zé)，是社會(huì)主義精神文明的傳播者和建設(shè)者，是民族的精華，其工作將對(duì)一代甚至幾代人產(chǎn)生影響。正因?yàn)槁殬I(yè)崇高，責(zé)任重大，所以，社會(huì)對(duì)教師的道德品質(zhì)的要求，往往有別于甚至高于其它職業(yè)。這正如捷克著名的教育家夸美紐斯所說(shuō)：“教師應(yīng)該是道德卓越的優(yōu)秀人物”。然而，隨著我國(guó)社會(huì)主義市場(chǎng)經(jīng)濟(jì)的迅速發(fā)展，人們的思想觀念、價(jià)值取向發(fā)生了很大變化，在我們廣大教師隊(duì)伍中也出現(xiàn)了一些不和諧的音符。為此，筆者主要對(duì)農(nóng)村中小學(xué)教師的師德?tīng)顩r做了調(diào)查。調(diào)查顯示，當(dāng)前農(nóng)村中小學(xué)教師整體師德素質(zhì)還是好的，對(duì)農(nóng)村教育工作作出了巨大貢獻(xiàn)，但是也存在著種種師德缺失的現(xiàn)象。比如，有的教師治學(xué)松懈，缺乏敬業(yè)精神，甚至搞起了第二職業(yè)；有的教師經(jīng)常體罰和侮辱學(xué)生，缺乏師愛(ài)與尊重；有的對(duì)教師集體，缺乏關(guān)心和協(xié)作，和學(xué)生家長(zhǎng)很少聯(lián)系與溝通等。這些情況的出現(xiàn)，不僅損害了教師的形象和聲望，而且影響了教育事業(yè)的健康發(fā)展。所以，在當(dāng)前新的歷史時(shí)期，致力于提高廣大教師對(duì)道德建設(shè)重要性的認(rèn)識(shí)，提高師德修養(yǎng)的自覺(jué)性、主動(dòng)性，這既是教師完善自我、升華自己道德境界的需要，也是發(fā)展我國(guó)教育事業(yè)、培養(yǎng)優(yōu)秀人才、建設(shè)社會(huì)主義新農(nóng)村的需要。加強(qiáng)對(duì)農(nóng)村中小學(xué)教師師德缺失現(xiàn)狀的分析，并探索出一條適合我國(guó)國(guó)情的、有實(shí)效性的建設(shè)途徑具有重要的實(shí)踐價(jià)值和深遠(yuǎn)的歷史意義。本文共分三個(gè)部分：第一部分主要講述職業(yè)道德、教師職業(yè)道德的涵義，并從總體上分析農(nóng)村中小學(xué)教師職業(yè)道德現(xiàn)狀。另外，對(duì)農(nóng)村中小學(xué)教師職業(yè)道德失范現(xiàn)象作了深入分析；第二部分主要探討農(nóng)村中小學(xué)教師職業(yè)道德失范的成因。主要從個(gè)人因素、學(xué)校及教育行政部門管理失當(dāng)、以及社會(huì)根源等方面展開(kāi)；第三部分結(jié)合對(duì)農(nóng)村中小學(xué)教師職業(yè)道德失范成因的分析，對(duì)加強(qiáng)師德建設(shè)的途徑進(jìn)行探討，并提出了個(gè)人的一些看法與建議。主要從三個(gè)方面分析：一是加強(qiáng)教師職業(yè)道德修養(yǎng)，二是完善學(xué)校內(nèi)部環(huán)境，三是營(yíng)造師德建設(shè)的良好社會(huì)環(huán)境。關(guān)鍵字：農(nóng)村中小學(xué)教師職業(yè)道德現(xiàn)狀對(duì)策3AbstractTeachersaretheengineersofhumansouls,whoengageinthemostgloriousprofession.Theyarethesymbolofgreatvirtueandlearningandtheembodimentoftruth,beautyandgoodness.Theycarelittleforfameandfortunewhileshouldertheburdenoftrainingpeopleasthebuildersanddisseminatorsofsocialistspirits,whosejobhasdeepinfluenceforgenerations.Therequirementsofmoralqualitiesforateacherarehigherthanotherprofessionsbecauseofitsnobleprofessionandgreatresponsibility.JustasComenius,aCzecheducationalistsays“Teachersshouldbetheexcellentpeopleofhighmorality”.However,withtherapiddevelopmentofsocialistmarketeconomy,therehavebeenmanychangesinpeoplesconceptsandvalueorientation.Accordingly,discordantfactorsemergeamongtheteachers.Therefore,theauthorconductsaninvestigationaboutthesituationofruralprimaryandsecondaryschoolteachersprofessionalethic.Resultsshowthatgenerallyspeaking,theyhavegoodprofessionalethicandmakegreatcontributionstotheruraleducation.Butthereexistthephenomenaofabsenceofmoralvaluesatthesametime.Forinstance,someteachersareslackinteachingandlackofspiritofdevotiontoworkandevenhavepart-timejobs.Someteachersgivestudentscorporalpunishmentandinsult.Somelackthespiritofcollectivismandcooperationandseldomkeepintouchwithstudentsparents.Thesephenomenanotonlyimpairtheimageandreputationofateacher,butalsoinfluencethehealthydevelopmentofteaching.Soatpresent,muchimportanceshouldbeattachedtodevelopteachersrealizationoftheimportanceofmoralconstructionandimprovetheawarenessandinitiativeofteachersmoralcultivation,whichisthenecessityforteacherstoperfectthemselvesaswellasthenecessitytodevelopteaching,fosterpeopleandbuildanewsocialistcountryside.Itissignificanttoanalyzethesituationofruralprimaryandsecondaryschoolteachersprofessionalethicabsenceandexploreaconstructivewaytosolveitaccordingtothespecialconditionofourowncountry.Thethesisiscomposedofthreeparts.Thefirstpartinvolvestheconnotationoftheprofessionalethicandteachersprofessional4ethicandanalyzingthecurrentsituationofruralprimaryandsecondaryschoolteachersprofessionalethic.Inaddition,theauthormakesadeepanalysisaboutthephenomenaoftheabsenceoftheirprofessionalethic.Thereasonsfortheabsenceofruralprimaryandsecondaryschoolteachersprofessionalethicareanalyzedfromindividuals,schools,poormanagementofeducationaladministrativedepartmentsandsociety,whichareincludedinparttwo.Partthreecoverstheauthorssuggestionsbasedontheanalysisofthereasonsfortheabsenceofruralprimaryandsecondaryschoolteachersprofessionalethicandtheexplorationofmeanstoenhanceteachersmoralconstruction.Thesesuggestionsareanalyzedfromthreeaspects:firstly,strengthenthecultivationofteachersprofessionalethic；secondly,perfecttheinternalenvironmentoft