With the deepening of China's educational system reform and the development of education and teaching, the teaching staff is also undergoing profound changes. The construction of teachers' morality is faced with the new problem of how to adapt to the development trend of teachers' high education, high quality, increasingly fierce professional competition and accelerated structural changes. In 2005, the Ministry of Education identified the construction of teachers' morality and style as the No.1 document, which reflected the importance attached by the state and people's leaders to education, the expectations of teachers and the requirements of educators themselves.
(A) fully understand the importance of teachers' morality.
The so-called teachers' professional ethics refers to teachers' professional ethics cultivation and their thinking and work style, including their concern and understanding of politics, their love and dedication to their profession, their unity and cooperation with colleagues, their respect and love for students, their rigorous and enterprising attitude towards academics, their requirements and self-discipline, etc., including teachers' professional ethics, professional quality, ideas and so on. Noble teachers' morality and good teachers' spirit are the inherent requirements of this special profession.
Teachers are a very special profession, and their products are people. Qualified teachers should not only have scientific outlook on life, world outlook and values, but also have selfless dedication to higher education, good professional ethics and healthy psychological quality, as well as advanced moral consciousness with the characteristics of the times. As a teacher who cultivates future talents, he must improve his knowledge structure and moral level, and establish a good relationship between teachers and students in teaching activities, which is an important content of the construction of teachers' morality.
In a sense, the quality of education is the taste of a school, so the level of teachers' morality is an important spiritual benchmark of a school. The significance of the school as a "window of spiritual civilization" in society is also mainly reflected in this aspect. Teachers' morality is the soul of teachers, and the construction of teachers' morality is the eternal theme of teachers' team construction. The importance of the construction of teachers' professional ethics has been recognized by all previous dynasties, and educators in all previous dynasties have incisively discussed it. Confucius, an ancient educator in China, said: "He is honest and has no orders to do things. His body is not right, although he does not obey. " "Never tire of learning, never tire of teaching." ; In the Tang Dynasty, Han Yu also wrote a special article "Teacher's Theory", pointing out that the three major tasks of teachers are "preaching, teaching and dispelling doubts"; /kloc-Comenius, a famous Czech educational theorist in the 0/7th century, emphasized that teachers should be outstanding people with excellent moral character and love students infinitely. Mr. Ye Shengtao once said: "The whole job of educators is to be teachers." These discourses reflect the importance attached to the role of teachers' professional ethics.
The rapid development of China's education has put forward more inherent requirements for the construction of teachers' morality. First of all, the construction of teachers' morality is the need of teachers' own development. Teachers must first learn to be teachers, and educators must first behave themselves. Teachers' professional characteristics determine that teachers must have high quality, love students, be loyal to their career, persistent pursuit and noble personality. Secondly, the construction of teachers' morality is the need to promote students' development. Student period is the formation stage of world outlook, quality and personality. In their minds, teachers are the representatives of wisdom and the embodiment of noble personality. Teachers' ideals and beliefs, moral sentiments and personality charm directly affect the cultivation of students' ideological quality, moral quality and behavior habits. In a sense, teachers' professional ethics is not only a personal moral issue, but also endowed with profound social significance. It is related to the healthy growth of hundreds of millions of teenagers and the future development of education. Third, the construction of teachers' morality is the need to promote people's all-round development. Promoting quality education in an all-round way requires teachers to face all students and respect their individuality; Establish a new relationship between teachers and students, become a promoter of students' learning and promote the democratization of education and teaching management. Fourth, the construction of teachers' morality is also an inevitable requirement to promote the balanced, coordinated, high-quality and efficient development of education and establish a good educational image. It is our pursuit and goal to improve the quality of education and run a satisfactory education for the people. Only a team with good ethics can cultivate all-round talents and run a higher and better education that satisfies the people; Only by satisfying the people can our education develop continuously, healthily and rapidly, and our educational image be recognized by all walks of life.
Therefore, teachers' morality and style is not only an important symbol of a school's strength and running level, but also determines the school's style of study, spirit and humanistic outlook. Teachers' morality is not only one of the driving forces of school reform and development, but also the competitiveness of school quality and efficiency. We must stand on the heights of "people-oriented", "scientific development" and "building a harmonious society", understand the importance and necessity of the construction of teachers' morality, earnestly, truly and persistently grasp the construction of teachers' morality, and fulfill the bounden duty of an educator.
It is imperative to strengthen the construction of teachers' morality and style, which is the aspiration of the people. From the strategic height of school development, we should unify our thinking, improve our understanding, face up to and attach importance to the problem of teachers' morality and style, enhance our sense of urgency and responsibility in doing a good job in building teachers' morality and style, regard this activity as an important part of the school's sustainable development system engineering, concentrate on it, provide a strong spiritual impetus for the school's reform and development, lay a solid ideological foundation and create a brand-new cultural accumulation.
(B) the need to strengthen the construction of teachers' morality and style
On the whole, the current situation of teachers' morality construction and teachers' thoughts in our school is relatively good. The majority of teachers are loyal to the party's educational cause, and have been working in ordinary posts in obscurity for many years, teaching and educating people, and making selfless contributions. Their demeanor has won wide acclaim from students, parents and even the society.
However, while seeing the mainstream, we should also attach great importance to the unsatisfactory situations and phenomena in the construction of teachers' morality and style in our school, some of which must be vigilant and must not be taken lightly. At present, there are some problems in the teaching staff, such as low ideological and political level, defects in moral quality and personality characteristics, weak professional ability, lax scholarship and so on. Some relax, neglect theoretical study, have a weak political concept, and can't grasp proper limit in class, which leads to negative effects; Some people are indifferent to educating people, lack care for students, ignore students' wrong remarks and bad behaviors, and forget the bounden duty of teaching and educating people; Some people focus on "second jobs" and muddle along at work. In addition, it is not an individual phenomenon that the sense of responsibility is not strong, the lesson preparation is careless, the teaching content is outdated, and the teaching method is dull; Some people attach too much importance to personal interests, often engage in personal emotions, and have poor overall awareness and dedication; There are also some teachers who accept students' goods, violate discipline, give up principles, and even ignore occasions and identities, and often say some vulgar and low-level "yellow words" and so on. There is a phenomenon that teachers pay more attention to teaching than educating people; There is a phenomenon that the teaching content is out of touch with the modern teaching concept and does not meet the requirements of knowledge renewal; A few teachers have poor teaching effect and so on. The existence of these problems and phenomena has seriously affected the image and reputation of teachers, the improvement of teaching quality and level, the overall improvement of school spirit and study style, and is extremely unfavorable to the full implementation of quality education for students. If we can't see the mainstream and achievements of the construction of teachers' morality and style in our school, it will definitely be wrong and we will lose confidence; However, if we don't see the problems existing in teachers' morality and ethics in our school and don't have enough understanding of its harm, it will definitely be dangerous, which will eventually seriously damage the development of our school and the vital interests of the majority of faculty and staff. We must not take it lightly.
In recent years, the school has formulated and promulgated a series of rules and regulations for the construction of teachers' morality, and carried out activities for the construction of teachers' morality in a step-by-step, thematic and orderly manner, and achieved certain results. However, the construction of teachers' morality is a long-term work. With the changes of internal and external factors, the difficulty of the construction of teachers' morality is also increasing. To strengthen the construction of teachers' morality in the new era, we should not only arouse and stimulate teachers' internal moral self-discipline, but also focus on building a mechanism conducive to the sustainable development of teachers' morality, so as to transform the requirements of the times for teachers' morality into teachers' internal and long-term conscious behavior; It is necessary not only to have clear construction objectives, tasks and content requirements, but also to have a set of perfect operation mechanism and evaluation and testing system for the construction of teachers' morality, and earnestly implement the responsibility system, accountability system and top-down complete management system for the construction of teachers' morality. Therefore, we must keep up with the times, always keep a clear head, enhance our sense of crisis, keep in mind our own responsibilities and missions, fully consider the long-term, coherent and serious nature of the construction of teachers' morality, establish and improve the norms of teachers' morality construction in line with our school's reality, and lead the construction of teachers' morality to a deeper level.
Strengthening the construction of teachers' morality is an urgent need to improve the teaching style and promote the study style. Teachers' teaching style directly affects students' learning style. Some teachers are irresponsible in teaching and handle things; Don't care about students, teach without educating people; Self-discipline, not being a model, etc. , will inevitably damage the model image of teachers in the eyes of students. The reality urgently requires us to put the ideological and political quality of teachers in the first place in promoting quality education. Taking the construction of teachers' morality as a breakthrough, we can improve the overall quality of teachers, enhance their sense of responsibility in teaching and educating people with teachers' morality, and promote the formation of students' good study style with good teaching style, thus encouraging them to study hard for serving the motherland and the people.
Second, the ideological basis of the construction of teachers' morality
The understanding of teachers' morality is the rational basis of teachers' morality construction. Without understanding and discussing the concept, idea, principle, principle, norm and value of teachers' morality, people can't effectively carry out a series of teachers' morality activities such as teachers' morality education, teachers' morality cultivation and teachers' morality evaluation.
The question is, in the cognitive education of teachers' morality, the content and system of teachers' education are still worth discussing, or simply put, whether we directly ask teachers to follow the norms of teachers' morality or focus on changing their moral values. Because it will affect teachers' professional ideals and beliefs, the establishment of educational content and methods, and ultimately affect teachers' compliance with moral norms. For a long time, we are used to carrying out the cognitive education of teachers' morality by setting up and publicizing the example of teachers' morality, or by strengthening the study of teachers' morality norms. We call this kind of education, which only lets the educated know what to do but doesn't know what to do, normative cognitive education. It should be said that we have accumulated valuable experience in standardizing cognitive education and achieved good results, which has played a certain role in popularizing teachers' moral knowledge and improving teachers' moral level. However, with the gradual establishment of China's market economy system, great changes have taken place in social conditions, especially the diversification of social and economic life, which leads to the diversification of people's lifestyle choices. People pay more attention to the effect of life and obey their own rationality in how to live. It can be said that our society has entered the era of value cognition from normative cognition. For example, people's acceptance of a thing and how to act mainly depend on their own value recognition of this thing or this industry. In the same teaching situation, different teachers will make more than two choices: some conform to professional ethics, and some do not conform to or violate professional ethics. In most cases, it is not because they don't know the specific norms of teachers' morality, but because their values are different. Therefore, using standardized cognitive education mode to educate teachers only emphasizes the appearance of things, thus gradually exposing its limitations. Therefore, the cognitive education of teachers' moral values and methods is a kind of outlook on life and values education that can enhance people's autonomy. Therefore, we must improve and deepen the original cognitive education model of norms or examples, and change the cognitive education of teachers' morality norms into the cognitive education of teachers' morality values, that is, go deep into the essence of education and teachers' outlook on life, values and methodology, so as to guide educators to consciously choose and affirm a correct value and method in educational practice.
Therefore, in order to really go deep into teachers' inner world and become a guide for teachers' education and teaching actions, we must also theoretically reveal their full value to the educational subject and strive to shape teachers' correct and comprehensive moral values. For example, we should not only reveal the great value of teachers' love to society and students, but also explain its significance to teachers' life itself. Classroom teaching is not only a contribution to students' growth, but also a reflection of their own life value and an integral part of their own development. As far as educational technology is concerned, it should be said that value cognitive education is more complicated and more difficult than normative cognitive education, and it will be different for different teachers. Nevertheless, we must pay attention to the combination of theory and practice in the cognitive education of teachers' moral value, and the key is to be good at starting teachers' subjective consciousness: first, we need to rely on the guidance of pedagogy and humanities and social sciences to strengthen teachers' own theoretical cultivation; Secondly, teachers need to know, experience and appreciate morality repeatedly in their own teaching practice under the guidance of correct ideological theory, and gradually form a more correct and stable educational outlook on life and methodology. Practice shows that the cognitive education of teachers' morality value is a more active educational activity, which will eventually evolve into a new concept and method of teachers' morality and become one of the basic abilities of teachers' morality.
It should be noted that this cognitive ability of teachers' morality in the field of values and methods is determined by the professional characteristics of teachers' profession. This cognitive ability is different from the morality of ordinary citizens, and it has the basis of educational theory, subject level, humanities, society and natural science as a teacher. Undoubtedly, this kind of moral cognitive ability is the premise for every teacher who is called the engineer of human soul to be competent for his job in education and teaching activities.
Three, teachers should pay attention to the following five aspects in educational activities:
First, respect students' personality and equal right to education.
Teachers should treat every student equally. Students with different looks, gender, race, origin, intelligence, personality and relationships should be treated equally, and students with physical and mental defects or underachievers should not be biased or discriminated against; We should respect students' right to personal inviolability, and under no circumstances should we satirize, ridicule or attack students with mean and vulgar language, especially corporal punishment or corporal punishment in disguised form. Teachers and students should establish an equal, democratic and cooperative relationship, often exchange opinions with students and students collectively on an equal footing, and adopt their reasonable opinions, suggestions and demands.
Second, educate students fairly and reasonably.
Teachers must combine love with strictness when educating students. Love and strictness complement each other and are the conditions, means and motivation of education. The principle of justice requires: love is not out of personal narrow feelings or "natural likes and dislikes", but out of teachers' love for the future of the motherland and the nation, love for education, noble sense of morality and responsibility; Strict is not arbitrary, but strict with love, strict with reason, strict with courtesy and strict with moderation. Education is not the sale of knowledge, nor is it a simple indoctrination. Teachers should deeply understand students, devote themselves to studying the laws of education, and choose fair and reasonable attitudes and methods to educate students.
Third, evaluate students fairly and reasonably.
How to properly evaluate students' knowledge, ability, quality and progress has always been an extremely complicated problem. According to the characteristics of educational labor, educational justice is not only limited to the "appearance justice" of "equality before scores", but also pays more attention to the "substance justice" with the ultimate goal of maximizing students' comprehensive quality and innovation ability. Correctly handling the relationship between "appearance justice" and "substance justice" is an important topic that teachers need to explore and practice constantly. Teachers insist that everyone is equal in front of test papers, rules and scores, without prejudice, selfishness and accuracy.
Fourth, rewarding and punishing students is fair and reasonable.
"Reward and punishment" was originally a politician's skill in employing people. Nowadays, the use of "rewards and punishments" has become a routine means for teachers to educate, motivate and standardize students' behavior. Teachers' rewards and punishments for students must be based on education, and they must be well-founded and moderately fair in implementation.
Fifth, handle all kinds of contradictions involving students fairly.
People do not live in a vacuum. It is inevitable that students will occasionally have contradictions or even conflicts in their study and life, or with their classmates, or with schools, teachers, workers, or with all aspects of society. The principle of justice requires teachers to adhere to justice when dealing with contradictions involving students. We must investigate and study, analyze the causes, seek appropriate solutions and properly handle them. To be "fair as a scale", we should not take sides and blame one side. Especially when it comes to schools or teachers, students in a "weak" position should fully embody the requirements of equality, rationality and justice in their attitudes, methods and conclusions, so that students can be convinced. Oppressing people by force, seeking justice without forgiving others, or taking revenge. , fundamentally violated the requirements of justice.