摘要
当前,我国师德教育因循的主要是"规范"取向和"德性"取向,在一定程度上忽略了教师作为道德主体的伦理决策方面。所谓伦理决策主要是指教师在伦理情境中识别伦理问题,设想各种可能的行动方案,并从中选择一个伦理上更可辩护的行动方案。以此为支点的师德教育,更为凸显教师的道德能动性,促进教师从策略性语言转向伦理性语言,帮助他们形成"反思性均衡"。要发展教师的伦理决策,师德教育需要拓展和深化"规范"取向和"德性"取向,增进教师对既有规范或准则的伦理辩护,引导教师围绕案例展开伦理对话,强化对师德榜样专业生活的伦理叙事,促进教师对自身实践的伦理反思。
At present,China’s teacher ethics education mainly follows the norm orientation and virtue orientation,ignoring the ethical decision-making of teachers as moral agents to a certain extent.The so-called ethical decision-making mainly means that teachers identify ethical problems in the ethical situation,make various possible action courses,and choose a more ethically defensible one.Taking this as the basis of teachers’ethics education,it highlights teachers’moral initiative,promotes teachers to switch from strategic language to ethical language,and helps them form a reflective equilibrium.To develop teachers’ethical decision-making,teachers’ethics education needs to expand and deepen the norm orientation and virtue orientation,enhance teachers’ethical justification of existing norms,guide teachers to carry out ethical dialogue in cases,strengthen the ethical narrative of teachers’professional life,and promote teachers’ethical reflection on their own practice.
作者
程亮
翟金铭
Cheng Liang;Zhai Jinming(Institute of Schooling Reform and Development,East China Normal University,Shanghai 200062)
出处
《教育发展研究》
CSSCI
北大核心
2021年第24期16-23,共8页
Research in Educational Development
基金
中央高校基本科研业务费项目华东师范大学人文社会科学青年跨学科创新团队项目(2021QKT012)的部分成果
关键词
伦理决策
反思性均衡
师德教育
ethical decision-making
reflective equilibrium
teacher ethics education
