本文關(guān)鍵詞：四川省高校教師專業(yè)倫理認(rèn)同度的調(diào)查研究　出處：《四川師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：教師專業(yè)倫理作為教師專業(yè)化的重要組成部分,其價值得到了新的確認(rèn)。近年來我國陸續(xù)出臺了一些文件,對高校教師專業(yè)倫理問題提出了相應(yīng)的要求,在此背景下,各群體對高校教師的專業(yè)倫理關(guān)注度不斷提高。教師專業(yè)倫理是指,教師在其專業(yè)活動中認(rèn)同、接受并自覺恪守的規(guī)范和準(zhǔn)則,是教師作為專業(yè)人員具備的倫理素質(zhì)。高校教師作為教師群體的重要代表,其遵守并且踐行教師專業(yè)倫理的情況,受到社會的關(guān)注。本研究在對國內(nèi)外教師專業(yè)倫理及其相關(guān)理論研究成果進(jìn)行梳理的基礎(chǔ)上,對教師專業(yè)倫理概念、專業(yè)倫理規(guī)范、維度、價值等因素進(jìn)行了理論層面的探索,然后通過自編問卷主要從高校教師與教學(xué)科研、高校教師與學(xué)生、高校教師與同事、高校教師與家長、高校教師與社會5個維度對2016年暑期參加四川省高校教師培訓(xùn)的老師們進(jìn)行問卷調(diào)查,并通過訪談不同任職性質(zhì)的老師,分析高校教師的專業(yè)倫理認(rèn)同度。調(diào)查結(jié)果呈現(xiàn)如下:1.當(dāng)前高校教師的專業(yè)倫理情況總體一般,但是測查的5個維度上存在細(xì)小差別,首先高校教師與家長關(guān)系緯度上專業(yè)倫理認(rèn)同度最高;其次高校教師與同事、學(xué)生的專業(yè)倫理認(rèn)同度居中,教師與社會關(guān)系維度的專業(yè)倫理認(rèn)同度較低,教師與教學(xué)科研關(guān)系維度專業(yè)倫理認(rèn)同度最低。2.有無高校工作經(jīng)驗對于教師的專業(yè)倫理狀況無顯著影響,但是從得分均值可看出無高校工作經(jīng)驗老師的專業(yè)倫理認(rèn)同度高于有工作經(jīng)驗的高校教師。3.不同任職性質(zhì)(教學(xué)科研和行政)的高校老師,在對待學(xué)生上存在顯著差異。4.不同學(xué)位的高校老師專業(yè)倫理水平?jīng)]有顯著差異,但是據(jù)調(diào)查反映,教師擁有的學(xué)位越高,專業(yè)倫理認(rèn)同度越高。5.當(dāng)前高校教師對專業(yè)倫理政策規(guī)范了解程度不夠。在調(diào)查統(tǒng)計的基礎(chǔ)上,筆者對高校教師專業(yè)倫理的問題及成因做出以下分析:1.通過比較專業(yè)倫理5個調(diào)查維度,發(fā)現(xiàn)高校教師教學(xué)科研倫理認(rèn)同度最低,原因在于高校教師的教學(xué)科研壓力大以及現(xiàn)存的學(xué)術(shù)誠信懲戒力度比較低;2.職后高校教師的專業(yè)倫理認(rèn)在以上問題的基礎(chǔ)上,筆者提出了構(gòu)建高校教師專業(yè)倫理的理性思考:首先從高校管理來看,形成更為人性化的考評體系;從外部保障來看,需要建立有效的培訓(xùn)及監(jiān)管機(jī)制;在制度建構(gòu)上,形成適宜中國特點的明晰的專業(yè)倫理規(guī)范標(biāo)準(zhǔn);教師主體要增強(qiáng)專業(yè)倫理自覺。同度有所下滑,原因在于高校教師職后培訓(xùn)跟進(jìn)不夠以及社會功利主義的影響;3.高校教師對于專業(yè)倫理政策規(guī)范了解程度不夠,其原因在于高校教師自身學(xué)習(xí)被動,同時現(xiàn)存的專業(yè)倫理規(guī)范并沒有沒有形成統(tǒng)一標(biāo)準(zhǔn),操作性不強(qiáng)。
[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.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G645.1

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