公费师范生职业道德教育研究

发布时间：2018-03-29 01:04

本文选题：公费师范生　切入点：职业道德　出处：《华东师范大学》2012年硕士论文

【摘要】：在实行公费师范生免费政策的过程中,教育者们逐渐认识到公费师范生的职业道德教育亟待加强,因为它是公费师范生培养中的一个灵魂性问题,直接关系到公费师范生培养目标的最终实现。扎实有效地推进公费师范生职业道德教育,引导准教师们建立对教师职业和生涯的热爱,树立坚定的职业操守和从教理想,对于累积试点经验、改进师范生免费教育模式、帮助公费师范生自身成长具有重大意义。论文共分为四大部分：第一部分阐述公费师范生职业道德教育研究的理论基础。首先,对公费师范生职业道德教育相关的“公费师范生”“职业道德”“公费师范生职业道德教育”概念和内涵进行界定。再从我国教育史上关于教师职业道德的基本思想、当前我国关于教师职业道德教育模式的主要观点、国外教师职业道德教育概况等三方面阐明研究公费师范生职业道德教育的理论依据。第二部分论述公费师范生职业道德教育的特殊性。从理论意义上阐述三个方面的问题：一是公费师范生职业道德教育与普通大学生职业道德教育的差别；是比较公费师范生职业道德教育与非公费的师范生职业道德教育有何不同；三是公费师范生职业道德教育较之于师范生的其他教育有何特别之处。第三部分以现实调研为基础,对公费师范生职业道德教育现状进行分析。首先,以客观数据为依据,从职业态度、职业信念、职业理想、职业价值观四个方面入手分析公费师范生职业道德的现实表现,发现多数公费师范生具备基本的职业道德素养和终身从教的职业理想,但少数公费师范生从教信念不坚定。然后以问卷和访谈为依据,分析公费师范生职业道德教育现状,得出教育内容丰富,形式多样,有一定成效,但也存在一些不足的结论。最后,提出存在问题的主要原因在于领导认识和管理偏差、教师主导作用偏差、职业道德教育连贯性偏差、公费师范生自主教育偏差。第四部分针对第三部分指出的现实问题,提出公费师范生职业道德教育的建议与思考。首先,采用新策略,更新公费师范生职业认知。要应用弹性公费师范生选择模式,选拔从教信念更坚定的学生入学；增强师范生对免费教育的认识,促进终身从教理想的树立；提供充分的基础教育工作信息,增强从教信念。其次,充分发挥辅导员和专业教师的主导作用。要落实导师制和发挥辅导员功能,加强有效的职业辅导；整合教育专业课程,发挥其职业道德教育主阵地功能。再次,努力实现全过程、全方位育人。要妥善规划各阶段教育实习,强化对教师职业的认同感；增加职后进修机会,积极鼓励进修。最后,营造校园氛围,引导公费师范生开展职业道德自主教育活动。要改善学习气氛与环境,增强服务意愿；依托就业指导中心和心理咨询室平台,加强公费师范生自我职业生涯规划。
[Abstract]:In the course of carrying out the free policy of free students of public funded normal students, educators have come to realize that the professional ethics education of the students of public funded teachers' colleges needs to be strengthened urgently, because it is a spiritual problem in the training of students of public funded teachers' colleges. It is directly related to the ultimate realization of the goal of training the students in the public funded normal school. It is necessary to promote the professional ethics education of the students, guide the prospective teachers to establish their love of the teachers' profession and career, and establish their professional integrity and the ideal of teaching. It is of great significance to accumulate experimental experience, to improve the free education model of normal students and to help them grow up. The thesis is divided into four parts:. The first part expounds the theoretical basis of the study on the professional ethics education of public funded normal school students. This paper defines the concept and connotation of the professional ethics education of public funded normal college students, which is related to the professional ethics education of the public funded normal college students, and the basic ideas of teachers' professional ethics in the history of our country's education. At present, the main views on the mode of teachers' professional ethics education in our country and the general situation of teachers' professional ethics education in foreign countries illustrate the theoretical basis for studying the professional ethics education of public funded normal school students. The second part discusses the particularity of the professional ethics education of the public funded normal college students, and expounds three problems from the theoretical point of view: first, the difference between the professional ethics education of the public funded teachers college students and the professional ethics education of the ordinary college students; It is to compare the difference between the professional ethics education of the public funded normal school students and the non-public-funded normal school students, and the third is to compare the professional ethics education of the public-funded normal school students with the other education of the normal school students. The third part analyzes the current situation of professional ethics education of public funded normal school students based on practical investigation. Firstly, based on the objective data, the author analyzes the status quo of professional ethics education from the perspective of professional attitude, belief and ideal. Starting from four aspects of professional values, this paper analyzes the practical performance of professional ethics of public funded normal school students, and finds that most of them have basic professional ethics literacy and lifelong career ideals. However, a few students in the public funded normal school are not firm in their belief in teaching. Then, based on the questionnaire and interviews, the author analyzes the current situation of professional ethics education of the students, and concludes that the education is rich in content, diverse in form, and has certain effect. Finally, the main causes of the problems are the deviation of leadership and management, the deviation of teachers' leading role, the deviation of professional ethics education continuity, and the deviation of independent education of students in public education. In the fourth part, according to the practical problems pointed out in the third part, the author puts forward some suggestions and thoughts on the professional ethics education of public funded normal students. Firstly, new strategies are adopted to update the professional cognition of the students. To select students who have a stronger belief in teaching; to enhance the normal students' understanding of free education, to promote the establishment of the ideal of lifelong teaching; to provide adequate basic education work information, and to strengthen their belief in teaching. Give full play to the leading role of counselors and professional teachers. We should implement the tutorial system and give full play to the functions of counselors, strengthen effective vocational guidance, integrate professional education courses, and give play to their main role in professional ethics education. Make great efforts to realize the whole process and educate people in all aspects. We should properly plan the various stages of educational practice, strengthen our sense of identity towards the profession of teachers, increase the opportunities for post-service learning, and actively encourage further education. Finally, we should create a campus atmosphere. It is necessary to improve the learning atmosphere and environment, strengthen the willingness to serve, and rely on the employment guidance center and the psychological counseling room platform to strengthen the self-career planning of the public funded normal school students.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G651

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