摘要
在"道德化"思维方式指导下,我国《教师职业道德规范》既未能凸显核心价值观的引领作用,也缺乏对教师职业所涉及的各种伦理关系系统而具体的分析,其过于理想化的道德期待忽视了底线伦理建设,过于笼统的道德话语降低了规范的指导性和操作性。因而应由道德思维转向伦理思维,通过对教师职业伦理关系的系统和具体分析,提炼出教师职业的核心价值观,并在此基础上制定出具有实际指导作用和可操作性的规范体系。这是今后教师职业道德规范构建的重要方向。
Under the guidance of ＂ moral＂ thoughts, China＇s Vocational Morality Norms of Teacher fails in highlights of the guidance of core values and in systematic and specific analyses of ethic relations involved in the vocation of teacher. Its over idealistic moral expectation suppresses bottom-line ethic construction,and its general moral discourses lower its instruction and applicability. Therefore it is necessary to shift the thought from morality to ethics and make systematic and specific analyses of teacher vocational ethic relations and then summarize the core values of the vocation, and, based on which, establish directive and operable norms. This is the important approach to the construction of teacher＇s vocational moral norms.
出处
《井冈山大学学报（社会科学版）》
2015年第1期25-32,共8页
Journal of Jinggangshan University(Social Sciences)
基金
教育部哲学社会科学研究重大课题攻关项目"红色文化与增强我国文化软实力研究"(项目编号:12JZD004)
江西省社会科学规划项目"制度伦理与社会主义道德建设"(项目编号:13ZX11)
关键词
教师职业规范
核心价值观
道德思维
伦理思维
teacher＇s vocational norms
core values
moral thoughts
ethical thoughts
