發(fā)布時(shí)間：2018-03-29 01:04

  本文選題：公費(fèi)師范生　切入點(diǎn)：職業(yè)道德　出處：《華東師范大學(xué)》2012年碩士論文

【摘要】：在實(shí)行公費(fèi)師范生免費(fèi)政策的過程中,教育者們逐漸認(rèn)識(shí)到公費(fèi)師范生的職業(yè)道德教育亟待加強(qiáng),因?yàn)樗�是公費(fèi)師范生培養(yǎng)中的一個(gè)靈魂性問題,直接關(guān)系到公費(fèi)師范生培養(yǎng)目標(biāo)的最終實(shí)現(xiàn)。扎實(shí)有效地推進(jìn)公費(fèi)師范生職業(yè)道德教育,引導(dǎo)準(zhǔn)教師們建立對(duì)教師職業(yè)和生涯的熱愛,樹立堅(jiān)定的職業(yè)操守和從教理想,對(duì)于累積試點(diǎn)經(jīng)驗(yàn)、改進(jìn)師范生免費(fèi)教育模式、幫助公費(fèi)師范生自身成長(zhǎng)具有重大意義。 論文共分為四大部分： 第一部分闡述公費(fèi)師范生職業(yè)道德教育研究的理論基礎(chǔ)。首先,對(duì)公費(fèi)師范生職業(yè)道德教育相關(guān)的“公費(fèi)師范生”“職業(yè)道德”“公費(fèi)師范生職業(yè)道德教育”概念和內(nèi)涵進(jìn)行界定。再?gòu)奈覈?guó)教育史上關(guān)于教師職業(yè)道德的基本思想、當(dāng)前我國(guó)關(guān)于教師職業(yè)道德教育模式的主要觀點(diǎn)、國(guó)外教師職業(yè)道德教育概況等三方面闡明研究公費(fèi)師范生職業(yè)道德教育的理論依據(jù)。 第二部分論述公費(fèi)師范生職業(yè)道德教育的特殊性。從理論意義上闡述三個(gè)方面的問題：一是公費(fèi)師范生職業(yè)道德教育與普通大學(xué)生職業(yè)道德教育的差別；是比較公費(fèi)師范生職業(yè)道德教育與非公費(fèi)的師范生職業(yè)道德教育有何不同；三是公費(fèi)師范生職業(yè)道德教育較之于師范生的其他教育有何特別之處。 第三部分以現(xiàn)實(shí)調(diào)研為基礎(chǔ),對(duì)公費(fèi)師范生職業(yè)道德教育現(xiàn)狀進(jìn)行分析。首先,以客觀數(shù)據(jù)為依據(jù),從職業(yè)態(tài)度、職業(yè)信念、職業(yè)理想、職業(yè)價(jià)值觀四個(gè)方面入手分析公費(fèi)師范生職業(yè)道德的現(xiàn)實(shí)表現(xiàn),發(fā)現(xiàn)多數(shù)公費(fèi)師范生具備基本的職業(yè)道德素養(yǎng)和終身從教的職業(yè)理想,但少數(shù)公費(fèi)師范生從教信念不堅(jiān)定。然后以問卷和訪談為依據(jù),分析公費(fèi)師范生職業(yè)道德教育現(xiàn)狀,得出教育內(nèi)容豐富,形式多樣,有一定成效,但也存在一些不足的結(jié)論。最后,提出存在問題的主要原因在于領(lǐng)導(dǎo)認(rèn)識(shí)和管理偏差、教師主導(dǎo)作用偏差、職業(yè)道德教育連貫性偏差、公費(fèi)師范生自主教育偏差。 第四部分針對(duì)第三部分指出的現(xiàn)實(shí)問題,提出公費(fèi)師范生職業(yè)道德教育的建議與思考。首先,采用新策略,更新公費(fèi)師范生職業(yè)認(rèn)知。要應(yīng)用彈性公費(fèi)師范生選擇模式,選拔從教信念更堅(jiān)定的學(xué)生入學(xué)；增強(qiáng)師范生對(duì)免費(fèi)教育的認(rèn)識(shí),促進(jìn)終身從教理想的樹立；提供充分的基礎(chǔ)教育工作信息,增強(qiáng)從教信念。其次,充分發(fā)揮輔導(dǎo)員和專業(yè)教師的主導(dǎo)作用。要落實(shí)導(dǎo)師制和發(fā)揮輔導(dǎo)員功能,加強(qiáng)有效的職業(yè)輔導(dǎo)；整合教育專業(yè)課程,發(fā)揮其職業(yè)道德教育主陣地功能。再次,努力實(shí)現(xiàn)全過程、全方位育人。要妥善規(guī)劃各階段教育實(shí)習(xí),強(qiáng)化對(duì)教師職業(yè)的認(rèn)同感；增加職后進(jìn)修機(jī)會(huì),積極鼓勵(lì)進(jìn)修。最后,營(yíng)造校園氛圍,引導(dǎo)公費(fèi)師范生開展職業(yè)道德自主教育活動(dòng)。要改善學(xué)習(xí)氣氛與環(huán)境,增強(qiáng)服務(wù)意愿；依托就業(yè)指導(dǎo)中心和心理咨詢室平臺(tái),加強(qiáng)公費(fèi)師范生自我職業(yè)生涯規(guī)劃。
[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.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G651

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本文編號(hào)：1678848