【作者】 葛玉瑶；

【导师】 郅庭瑾；

【作者基本信息】 华东师范大学 ， 教育经济与管理， 2008， 硕士

【摘要】 教师职业道德失范是教育领域中存在的一个突出的问题。教师职业道德失范是指在教学领域、人际交往领域与教育科研领域中违悖教师职业道德规范或伤害学生身心健康、损害教师形象的行为或状态,其中未包括教师的违法行为和犯罪行为。研究教师职业道德失范既具有丰富师德建设理论、开阔教育失范问题研究视野的理论意义,也具有为矫治教师职业道德失范提供对策建议的实践价值。论文首先对相关的教师职业道德、教师职业道德规范、教师职业道德失范、制度及制度与失范的研究进行了文献综述。通过问卷的形式对教师在教学、人际交往、教育科研三个领域中的职业道德失范现状进行了调查,并依据一定的标准对每一个领域中的失范现象进行了分类。在教学领域中,按照教师的职业行为特点及后果来分,教师职业道德失范可分为情绪型失范、品德型失范、惩罚型失范;按照教师的职业行为有无意识来分,教师职业道德失范可分为教师有意识的失范行为和教师无意识的失范行为;按照教师职业道德失范的程度来分,可分为不当行为和不道德行为。在人际交往领域中,教师与学生交往中的失范主要有冷漠型失范和放任型失范,教师与学生家长交往中的失范主要有不尊重家长、利用职业之便谋求私利,教师与同事交往中的失范主要表现为关系紧张,教师与领导交往中的失范主要表现为不能坚持职业判断。在教育科研领域中,教师的职业道德失范主要有抄袭剽窃、弄虚作假、钱学交易等。论文还对10位学生进行了个别访谈,进而分析了学生眼中的教师道德行为与不道德行为。制度缺陷是导致教师职业道德失范发生的根源。本文探讨了教师职业道德失范与制度缺陷之间的关系,阐述了与教师密切相关的教师聘任制度、教师管理制度及教师评价制度中的缺陷。教师聘任制度中的缺陷主要有缺乏对教师职业道德的考察、聘任期限规定的不合理,教师管理制度的缺陷主要是缺乏人性化,教师评价制度的缺陷是重结果轻过程。针对教师职业道德失范产生的制度根源,本研究提出了矫治教师职业道德失范的对策,教师制度要合乎道德,完善教师制度是矫治之本。完善教师制度主要体现在三个方面:严把教师职业道德关是矫治的前提;制度管理与情感管理结合是矫治的核心;健全师德评价机制则是矫治的关键。更多还原

【Abstract】 The deviated behavior of professional ethics of teacher is a prominent problem in education. The deviated behavior is the conduct or state that conflict with the professional ethics code, harming the physical and psychological health of student and blemishing teacher’s reputation in fields of teaching, socializing and education scientific research, excluding the irregularity and the criminal. Research in teacher’s misconduct plays a great role in enriching the theory of ethics development, widening research view of the problem, and provides practical methods to correct the deviated behavior as well.The paper summarized teacher’s professional ethics, the code of professional ethics, the deviated behaviors, the related systems and the study on those systems and deviated behaviors. Through questionnaires, teacher’s deviated behaviors were surveyed in three fields: teaching, socializing and education scientific research, and in each field, the deviated behaviors are sorted with definite standard. In the first field, deviated behaviors can be divided into emotional behavior, moral behavior and punishing behavior according to the characteristic of teacher’s occupation and the aftereffect of those behaviors; the behaviors can also be divided as conscious behaviors and unconscious behaviors by judging if the teacher acts consciously or not; with the degree of deviated behaviors, they can also be classed as improper act and immoral act. In the second field, teacher’s deviated behaviors show as inhospitality and indulging with students, not respecting students’ parents and seeking for private benefits as a teacher; the bad relationship with colleagues and professional judgment giving up in front of the manager are also treated as deviated behaviors. In the last field, deviated behaviors are cribbing, falsification, exchanging between money and academy and etc. Moreover, ten students were interviewed for the study and then, in their view the ethical and non-ethical behaviors of teacher are further analyzed.Systems defect is the foundational cause leading those deviated behaviors. The paper here probes into the relation between the defect and the behaviors and meanwhile clarifies the defect of three systems: teacher employment system, management system and evaluation system, tieing with teacher. The three systems have their own defect separately. The employment system lacks examination of teacher’s professional ethics and makes reasonless rules; the management system is lack of humanity and the evaluation attaches too much importance to the result but not process itself.For the root cause of the teachers’ misconduct, the paper proposes the principal countermeasure that is system improving. To improve the system, three aspects as following should be included: strict professional control in priority, the combination of system management and emotion management as the core and the improvement of evaluation system of teacher’s ethics as the key.更多还原