教师课堂教学伦理的评价依据和类型划分研究

发布时间：2019-06-14 03:26

【摘要】：从古至今,我们一直崇尚师德为先。作为教师师德的重要内容,教师教学伦理的评价依据及类型划分研究不仅有利于教师师德水平的考核与评估,也将为开展有针对性的教师师德培训课程提供依据及参考。此外,教师教学伦理的评价依据和类型划分研究旨在让教师意识到自己教学实践中的伦理问题,推动教师专业伦理能力的提升与发展。本研究主要采用文献法、访谈法、观察法等资料收集的方法,收集了师德评价的实施现状、教师课堂教学中存在的伦理问题及案例、教师教学实践中教学言行的动机等方面的资料。在资料分析方面,论文主要采用文本分析法和关键事件分析法,对教师伦理规范的政策文本、教师访谈以及课堂观察的资料进行编码分析。资料的收集和分析为研究奠定了理论和实践基础。首先,论文对教师伦理评价的现状进行了分析。通过梳理教师伦理规范的政策文本,发现当前教师伦理规范存在价值取向上的一元倾向、规范内容上的泛化、结构层次上的底线标准等特点,因此不能为教师课堂教学伦理的评价提供有效指导;通过调查分析师德评价实施的现状,了解到在教学实践中,师德评价存在形式化的现象:评价效果上有事实差异,无官方差异;评价对象上有极端评价,无水平区分;评价内容上有总体评价,无教学评价。同时还分析了师德评价困难的原因:师德评价存在盲区,缺乏科学专业的师德评价工具。通过现状的调查与分析确立了教师课堂教学伦理评价的重点,指向教师课堂教学的内容、关注实践教学的复杂情景、搭建易于操作的水平分层,为评价依据的确立指明方向。其次,论文确立了教师课堂教学伦理评价的依据。通过对伦理学的三种道德辩护理论、科尔伯格道德认知发展阶段理论、彼得斯关于教育“价值标准”的思想等相关理论的分析确立了教师课堂教学伦理评价的三大依据:动机、能力和行为结果。此外,论文还对三大依据进行了实践表征分析,将伦理动机分为权威主义动机和人道主义动机,重点分析了教师伦理和能力这一指标的关系,将结果区分为教育性、非教育性和反教育性三种类型。三大依据的确立和实践表征分析为教师课堂教学伦理类型的划分奠定了前提和基础。最后,论文划分了教师课堂教学伦理的类型。首先,通过评价依据的分类将教师课堂教学的伦理水平分为六种类型,并分析了不同伦理水平教师的特征。其次,从教学内容、教学方法、教学管理三个环节分析了不同伦理类型教师的伦理表征,包括三大环节的伦理蕴含、教师的具体表现以及不同类型教师的特征。
[Abstract]:From ancient times to the present, we have always advocated teacher morality first. As an important part of teachers' ethics, the evaluation basis and classification of teachers' teaching ethics are not only beneficial to the assessment and evaluation of teachers' moral level, but also provide the basis and reference for the development of targeted teacher ethics training courses. In addition, the research on the evaluation basis and type division of teachers' teaching ethics aims at making teachers aware of the ethical problems in their teaching practice and promoting the promotion and development of teachers' professional ethics ability. This study mainly uses the methods of literature, interview, observation and other data collection to collect the present situation of the implementation of teachers' moral evaluation, the ethical problems and cases existing in teachers' classroom teaching, and the motivation of teaching words and deeds in teachers' teaching practice. In the aspect of data analysis, this paper mainly uses text analysis and key event analysis to code and analyze the policy texts of teachers' ethical norms, teacher interviews and classroom observation data. The collection and analysis of data lay a theoretical and practical foundation for the study. First of all, the paper analyzes the present situation of teachers' ethical evaluation. By combing the policy texts of teachers' ethical norms, it is found that the current teachers' ethical norms have the characteristics of unitary tendency of value orientation, generalization of normative contents and bottom line standards at the structural level, so they can not provide effective guidance for the evaluation of teachers' classroom teaching ethics. Through the investigation and analysis of the present situation of the implementation of teachers' moral evaluation, it is understood that there are formal phenomena in teaching practice: there are factual differences and no official differences in the evaluation effect; there is extreme evaluation in the evaluation object, there is no horizontal distinction; there is an overall evaluation in the evaluation content, and there is no teaching evaluation. At the same time, it also analyzes the reasons for the difficulties in the evaluation of teachers' morality: there is a blind area in the evaluation of teachers' morality, and there is a lack of scientific professional evaluation tools. Through the investigation and analysis of the present situation, this paper establishes the key points of the ethical evaluation of teachers' classroom teaching, points out the contents of teachers' classroom teaching, pays attention to the complex situation of practical teaching, and sets up the level stratification which is easy to operate, so as to point out the direction for the establishment of the evaluation basis. Secondly, the paper establishes the basis of teachers' ethical evaluation of classroom teaching. Through the analysis of three kinds of moral defense theories of ethics, Colberg's theory of moral cognitive development stage and Peters' thought of educational "value standard", this paper establishes three main bases for teachers' ethical evaluation in classroom teaching: motivation, ability and behavior results. In addition, the paper also analyzes the practical representation of the three bases, divides the ethical motivation into authoritarian motivation and humanitarian motivation, focuses on the relationship between teachers' ethics and ability, and divides the results into three types: educational, non-educational and anti-educational. The establishment of the three bases and the analysis of practical representation lay the premise and foundation for the classification of teachers' classroom teaching ethics. Finally, the paper divides the types of teachers' classroom teaching ethics. First of all, through the classification of evaluation basis, the ethical level of teachers' classroom teaching is divided into six types, and the characteristics of teachers with different ethical levels are analyzed. Secondly, this paper analyzes the ethical representation of different ethical types of teachers from three links: teaching content, teaching methods and teaching management, including the ethical implication of the three links, the specific performance of teachers and the characteristics of different types of teachers.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G424.21

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