【作者】 李琰；

【导师】 易连云；

【作者基本信息】 西南大学 ， 教育学原理， 2014， 博士

【摘要】 自古以来教育就具有鲜明的伦理品性,教师的德性与教学的正当性也一直是人们关注的对象。受19世纪以来教师专业化运动的影响,教师职业道德逐渐被教师专业伦理取代。教师专业伦理不仅是对教师品性与授业行为正当性的要求与规范,还担负着引导教师在专业实践中进行伦理判断的使命。帮助教师在面对专业伦理难题和困境时做出符合伦理要求的决定与选择是专业伦理的重要任务之一。教师专业伦理对教师实践中伦理议题的强调不仅是现代哲学生活转向在教师职业中的体现,也是应用伦理学关注实践问题的一种直接表现。义务教育阶段教师在专业实践中会遭遇哪些伦理困境?他们是如何应对的?如何更好地应对实践中的伦理困境?这些问题是本研究的逻辑起点与研究目的。回答这些问题,要从对教师专业中伦理问题的实践调查入手。在教师的专业实践中,他们所面临的伦理问题绝大多数涉及“如何利于学生发展”、“对谁负责”、“如何对待规则”等方面。对这些问题的不同回答造成了教师自身观念之间、教师与教师之间、教师与学生之间、教师与家长之间的伦理困境。本研究对教师应对伦理困境的方式进行了两种形式的调查,一种是教师面对虚拟伦理困境时可能会采用的应对方式,即教师的偏好方式。一种是教师在面对真实的伦理困境时真正采用的应对方式,即教师的实践方式。结果显示,教师的偏好方式和实践方式之间存在较大的差别。这种现象说明,尽管很多时候教师能明确地意识到哪种方式更符合道德要求,但却缺乏实践的道德环境、能力和勇气。此外,研究结果显示,教师应对专业伦理困境的方式与伦理困境的内容具有密切关联。除此之外,在影响教师应对伦理困境方式的变量中,教师的性别、教龄、所教科目、学校层次、地区、是否接受师德培训等因素均未对教师行为方式和伦理选择产生较大影响。针对教师在专业实践中面临的伦理困境以及教师应对伦理困境的方式偏差,本研究从境域性因素和具体性因素两个层面对问题原因进行了深入的分析。从教师专业伦理的时代背景来看,全球化带来的价值多元和社会转型导致的价值失序加深了教师的伦理困境。此外,中国教育的课程改革、考试竞争和知识制度等特殊场域也是引发义务教育阶段教师伦理困境的重要原因。课程改革作为一种新理念、考试竞争作为一种意识形态、知识制度作为一种法定权力对义务教育阶段教师具有深刻的影响。从微观的层面来看,价值观之间的冲突、教师专业服务对象的多重性和个体差异性、教师专业的不确定性和无边界性、教师角色的多重性以及教师专业伦理素养的缺乏等因素均对教师伦理困境具有直接影响。基于以上原因,本研究从两个方面提出应对伦理困境方式的建议。第一,从专业发展的角度入手,建立并完善相关的专业伦理保障制度：组建教师专业伦理组织、根据专业标准重建专业伦理规范、建立专业伦理保障体系。专业伦理保障制度的建立与完善不仅可以为教师理解、承认、接受、应对专业伦理困境提供专业上的支持,还可为教师营造出合伦理性的、同行监督的专业环境与氛围。此外,提升教师专业伦理素养也是应对伦理困境专业化路径之一。教师专业伦理素养是教师敏锐地觉察环境中的伦理与价值要素、反思自己行为的伦理意义、做出合乎伦理判断的主体性因素,从增强教师伦理知识和伦理能力入手。第二,本研究从四个维度提出应对伦理困境的具体操作策略：伦理抉择策略、实践对话策略、自我更新策略和复杂思维策略。这四种策略并不是非此即彼、互不兼容四种策略,而是四种备选方式或应对思路。值得一提的是,引发教师伦理困境的因素既有可以改变的主体性因素,也有无法改变的结构性因素。对于那些无法改变的伦理困境的因素,教师需要以复杂思维的方式或态度理解对待。更多还原

【Abstract】 Since ancient times, education has had a distinct ethical character and the virtues of teachers and the legitimacy of teaching have also been the object of attention. Since the19th century, influenced by teacher specialization movement, teachers’professional morals have been gradually replaced by teachers’professional ethics. Teachers’ professional ethics include not only the moral requirements and specifications of the virtues of teachers and the legitimacy of teaching, but also take the responsibility of guiding teachers’ethical judgments in professional practices. In addition, it is one of the important tasks for professional ethics to help teachers to make decisions and choices meeting ethical requirements in the face of challenges and difficulties of professional ethics. And the emphasis of professional ethics on ethical issues in professional practices is not only the reflection of the shift of modern philosophical life in teachers’ professional ethics, but also the direct performance of applied ethics’concerning about practical issues.What ethical dilemmas do teachers in the compulsory education stage encounter in professional practice? How do they react? How to better deal with ethical dilemmas in practice? These problems are the logical starting points and purposes of this study. To answer these questions, this study begins with the investigation and analysis of teachers’ professional practice. In professional practice, the ethical dilemmas faced by teachers mainly involve "what is the interest of students","who are responsible for","how to deal with the rules," etc. And different answers to these questions result in ethical dilemmas of teachers’concepts and ethical dilemmas among teachers, between teachers and students, and between teachers and parents. This study conducts two forms of investigations about ways in which teachers deal with ethical dilemmas. One is used when teachers face virtual ethical dilemmas, the way teachers prefer. The other is the way used by teachers in face of real ethical dilemmas, the way teachers practice. The results show that large differences exist between the way teachers prefer and the way teachers practice. This phenomenon indicates that although in many cases teachers can clearly aware of which way better meeting ethical characteristics, they lack ethical environment, ability and courage to practice. Besides, the findings show that there is a close relation between the way teachers use in dealing with professional ethical dilemmas and the contents of professional ethical dilemmas. Moreover, among the variables that influence teachers’choices of way to deal with ethical dilemmas, teachers’ gender, seniority, subjects taught, school level, region, whether to accept the ethics training and other factors on the behavior and ethics of teachers have no great effect.For ethical dilemmas faced by teachers in the professional practice and problems arising in the process of dealing with ethical dilemmas, this study analyzes deeply from two aspects of the regional factors and the specific factors. From the perspective of the historical background of teachers’professional ethics, value pluralism brought by globalization and value disorder resulting from social transformation have exacerbated the ethical dilemmas of teachers. In addition, special fields of China’s education, including curriculum reform, examination competition and intellectual system, are also important causes of ethical dilemmas of teachers in primary and secondary schools. Curriculum reform as a new concept, examination competition as an ideology and intellectual system as a statutory authority have a profound effect on the primary and secondary school teachers. From the micro level, factors, such as the conflict of values, multiplicity and individual differences of teachers’professional service objects, uncertainty and borderless nature of teachers’profession, multiplicity of the role of teachers and the lack of teachers’professional ethics, all have a direct impact on teachers’ethical dilemmas. Based on the above reasons, this study proposes countermeasures and suggestions to deal with ethical dilemmas from two aspects. First, starting from the perspective of professional development, establish and improve professional ethics relevant security system and enhance teachers’professional ethics literacy. Professional ethics security system involves three aspects, including the formation of teachers’professional ethics organizations, the reconstruction professional ethics norms based on professional standards and the establishment of professional ethic security system. The establishment and improvement of professional ethics security system can not only provides professional support for teachers to understand, react, recognize and receive professional ethical dilemmas, but also creates ethical and peer-supervised professional environment and atmosphere for teachers. To enhance teachers’professional ethics should start from strengthening teachers’knowledge and abilities of ethics. Teachers’ professional ethics literacy is the main factors of teachers’keen observation of the ethical and value elements in environment, reflection of the ethical meaning on their own behaviors and making ethical judgments. Second, this study provides teachers with specific strategies from four dimensions to deal with ethical dilemmas:ethical choices strategy, practical conversation strategy, self-renew strategy and complicated thinking strategy. These four strategies are the four ways and ideas to solve professional ethics dilemmas. They are not incompatible four strategies, but four alternative ways or ideas. It is worth mentioning that the factors that lead to teachers’ethical dilemmas include both the main factors that can be solved and the structural actors that can not be solved. For those ethical dilemmas that can not be solved, teachers need to understand and treat them in the way of complicated thinking.更多还原