四川省高校教师专业伦理认同度的调查研究

发布时间：2018-01-15 06:19

本文关键词：四川省高校教师专业伦理认同度的调查研究　出处：《四川师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：教师专业伦理作为教师专业化的重要组成部分,其价值得到了新的确认。近年来我国陆续出台了一些文件,对高校教师专业伦理问题提出了相应的要求,在此背景下,各群体对高校教师的专业伦理关注度不断提高。教师专业伦理是指,教师在其专业活动中认同、接受并自觉恪守的规范和准则,是教师作为专业人员具备的伦理素质。高校教师作为教师群体的重要代表,其遵守并且践行教师专业伦理的情况,受到社会的关注。本研究在对国内外教师专业伦理及其相关理论研究成果进行梳理的基础上,对教师专业伦理概念、专业伦理规范、维度、价值等因素进行了理论层面的探索,然后通过自编问卷主要从高校教师与教学科研、高校教师与学生、高校教师与同事、高校教师与家长、高校教师与社会5个维度对2016年暑期参加四川省高校教师培训的老师们进行问卷调查,并通过访谈不同任职性质的老师,分析高校教师的专业伦理认同度。调查结果呈现如下:1.当前高校教师的专业伦理情况总体一般,但是测查的5个维度上存在细小差别,首先高校教师与家长关系纬度上专业伦理认同度最高;其次高校教师与同事、学生的专业伦理认同度居中,教师与社会关系维度的专业伦理认同度较低,教师与教学科研关系维度专业伦理认同度最低。2.有无高校工作经验对于教师的专业伦理状况无显著影响,但是从得分均值可看出无高校工作经验老师的专业伦理认同度高于有工作经验的高校教师。3.不同任职性质(教学科研和行政)的高校老师,在对待学生上存在显著差异。4.不同学位的高校老师专业伦理水平没有显著差异,但是据调查反映,教师拥有的学位越高,专业伦理认同度越高。5.当前高校教师对专业伦理政策规范了解程度不够。在调查统计的基础上,笔者对高校教师专业伦理的问题及成因做出以下分析:1.通过比较专业伦理5个调查维度,发现高校教师教学科研伦理认同度最低,原因在于高校教师的教学科研压力大以及现存的学术诚信惩戒力度比较低;2.职后高校教师的专业伦理认在以上问题的基础上,笔者提出了构建高校教师专业伦理的理性思考:首先从高校管理来看,形成更为人性化的考评体系;从外部保障来看,需要建立有效的培训及监管机制;在制度建构上,形成适宜中国特点的明晰的专业伦理规范标准;教师主体要增强专业伦理自觉。同度有所下滑,原因在于高校教师职后培训跟进不够以及社会功利主义的影响;3.高校教师对于专业伦理政策规范了解程度不够,其原因在于高校教师自身学习被动,同时现存的专业伦理规范并没有没有形成统一标准,操作性不强。
[Abstract]:As an important part of teacher specialization, the value of professional ethics of teachers has been confirmed. In recent years, some documents have been issued in China, which put forward the corresponding requirements for the professional ethics of teachers in colleges and universities. Under this background, teachers' professional ethics is the norm and criterion that teachers recognize, accept and abide by consciously in their professional activities. College teachers, as an important representative of teachers, abide by and practice teachers' professional ethics. On the basis of combing the professional ethics of teachers at home and abroad and related theoretical research results, the concept of professional ethics of teachers, professional ethics norms, dimensions. Value and other factors of theoretical exploration, and then through self-made questionnaire mainly from the university teachers and teaching and research, university teachers and students, university teachers and colleagues, university teachers and parents. College teachers and society in five dimensions to participate in the summer in 2016 teachers in Sichuan Province teachers conducted a questionnaire survey, and through interviews with different types of teachers. The survey results are as follows: 1. The current professional ethics of college teachers is generally general, but there are small differences in the five dimensions of the survey. Firstly, the relationship between teachers and parents in colleges and universities has the highest degree of professional ethics identity. Secondly, college teachers and colleagues, students' professional ethics identification degree is in the middle, teachers and social relations dimension of professional ethics identity degree is low. The relationship between teachers and teaching and research dimensions of professional ethics identity is the lowest. 2. There is no significant impact on the professional ethics status of teachers with or without college work experience. However, from the average score, we can see that the degree of professional ethics identity of teachers without working experience is higher than that of teachers with work experience. 3. College teachers with different types of service (teaching, scientific research and administration). There are significant differences in the treatment of students. 4. There is no significant difference in the professional ethics level of teachers with different degrees, but according to the survey, teachers have higher degrees. The higher the degree of professional ethics identity. 5.The current teachers in colleges and universities do not know enough about professional ethics policy norms. On the basis of investigation and statistics. The author makes the following analysis on the problems and causes of professional ethics of college teachers: 1.Through comparing the five dimensions of professional ethics, the author finds that teachers in colleges and universities have the lowest degree of recognition of teaching and scientific research ethics. The reason lies in the pressure of teaching and scientific research of teachers in colleges and universities, and the relatively low degree of discipline of academic integrity. 2. On the basis of the above problems, the author puts forward the rational thinking of constructing the professional ethics of university teachers: firstly, from the point of view of university management, a more humanized examination and evaluation system is formed; From the external security point of view, it is necessary to establish an effective training and regulatory mechanism; In the aspect of system construction, it is necessary to form a clear standard of professional ethics that is suitable for the characteristics of China. The main body of teachers should strengthen professional ethics consciousness. The same degree has declined because of the lack of follow-up and the influence of social utilitarianism in post-service training of teachers in colleges and universities. 3. Teachers in colleges and universities do not know enough about the professional ethics policy norms, which is due to the passive learning of college teachers themselves, and at the same time, the existing professional ethics norms have not formed a unified standard, and the operation is not strong.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G645.1

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