摘要
学校组织对教师的道德学习进程乃至整体生活有着深刻的影响。从整体特性来看,学校组织具有成为道德主体的可能性,与教师道德学习构成一种彼此依赖、相互支持、共同发展的关系,但必须经历持续、反复的道德学习过程才能到达道德的至高境界。但就当前学校组织道德学习的运作实践而言,教师道德学习实践的价值准则、运行方式、目标诉求往往会陷入服从、控制及功利等困境。为超越这种组织困境,促进教师道德学习,需要深度认识相关问题的实质、不断推进学校组织的道德学习进程。
School organization has a profound influence on teachers’ moral learning process and even their life.According to its characteristic,school organization has its possibility to be a moral subject,and form a relationship of mutual dependence,mutual support and common development with teachers’ moral learning,and which must go through a continuous and repeated process to reach the highest moral level.However,the current practice of school organized teachers’ moral learning,in terms of value criterion,operation mode,and target demand,is often dominated by obedience,control and utilitarian.In order to solve this dilemma,promote the process of teachers’ moral learning,it is necessary to deeply understand the essence of relevant issues and constantly advance the moral learning process of school organizations.
作者
傅淳华
杜时忠
Fu Chunhua;Du Shizhong(School of Education,Minzu University of China,Beijing 100081,China;School of Education,Central China Normal University,Wuhan Hubei 430079,China)
出处
《教育科学》
CSSCI
北大核心
2020年第4期51-56,共6页
Education Science
基金
北京市社会科学基金一般项目“北京市新手教师道德学习的支持模式研究”(项目编号:18JYB008)。
关键词
教师
学校组织
道德学习
组织道德学习
teacher
school organization
moral learning
organizational moral learning
