1. The concept of teachers' professional ethics

Teachers' professional ethics is accompanied by the emergence of teachers' professional or social roles. It is the general name of teachers' role ethics and professional ethics. It is the sum total of relatively stable moral concepts, codes of conduct and moral qualities formed by teachers in the process of engaging in educational activities. It is a code of conduct to adjust the relationship between teachers and students, teachers and teachers, teachers and collectives, teachers and society, and it is a basic summary of teachers' professional behavior in a certain society. It includes teachers' moral consciousness, moral norms, moral categories, moral cultivation, moral behavior and so on.

2. The difference between teachers' professional ethics and teachers' morality.

Teachers' morality and teachers' morality are two concepts. When understanding the concept of teachers' morality, we should pay attention to distinguish it from teachers' morality. In our practical application, there is often confusion between the two, and there are mainly two representative viewpoints.

The first view is that "teachers' morality is teachers' morality". Teachers' professional ethics is completely equivalent to teachers' professional ethics, and the goal of teachers' professional ethics construction is to improve teachers' personal moral level. For example, in some teachers' professional ethics documents, it is required to love the socialist motherland, support China's leadership, study and publicize Marxism-Leninism and Mao Zedong Thought, and carry forward the spirit of dedication. None of these contents can reflect the characteristics of teachers' profession. It is just a personal morality that a citizen should abide by. The main feature of teachers' professionalization is to separate teachers' career and life, so that professional life becomes one of teachers' lifestyles. Distinguishing these two concepts is conducive to avoiding the phenomenon of replacing teachers' professional ethics with general morality.

The second view is that "teachers' morality is a kind of professional ethics". Its proposition is to transfer teachers' personal morality from the private sphere to the public sphere, so that all teachers' moral feelings, moral will and moral behavior are exposed in professional supervision. In fact, there is a difference between the two concepts of teacher's morality and teacher's morality. Although both of them contain private morality and public morality, teachers' professional ethics pay more attention to the performance of public morality, while teachers' professional ethics pay more attention to teachers' performance in private morality. These two concepts overlap, but they cannot be confused.

3. The basic function of teachers' professional ethics

(1) The cognitive function of teachers' professional ethics

The cognitive function of teachers' professional ethics means that teachers correctly understand their obligations and responsibilities to others, collectives and society in the process of educational activities, and form certain moral concepts and moral judgment ability on this basis.

(2) the practical function of teachers' professional ethics

① Educational function

First of all, teachers' personality, character and moral character play a fundamental role in the formation of learning cow personality.

Secondly, teachers' good professional ethics plays a catalytic and stimulating role in the formation of students' ideological and moral character and the development of their studies. Third, teachers' manners and manners play a corrective role in the formation of students' behavior habits.

Finally, teachers' good psychological quality plays a perfect role in the formation of students' psychological quality.

② Regulating function

Adjustment function is the most basic and main function of teachers' professional ethics, which not only points to the educational process, but also points to teachers themselves.

First of all, teachers' professional ethics can standardize the educational process.

Teachers' professional ethics play a role in school work, mainly through the constraints of teachers' code of conduct to effectively adjust the code of conduct that teachers should abide by in professional activities, and on this basis, properly handle the contradictions between teachers and students, between teachers, between teachers and leaders, between teachers and educational undertakings and other aspects of society, so as to form the best combination of all aspects and links.

Second, teachers' professional ethics has the function of self-regulation.

Teachers' professional ethics is the reflection of teachers' general moral quality, which in turn serves as a means of adjustment and promotes the improvement of teachers' general moral quality.

③ Promoting function

In the field of practice, the function of teachers' professional ethics is also manifested in the direct or indirect influence on social atmosphere and the promotion of socialist spiritual civilization construction.

4. The structure of teachers' professional ethics

(1) Teachers' Career Ideal

The so-called career ideal refers to people's choice of future job categories and their yearning and pursuit of what they can achieve in their work. Professional ideal is an important part of professional ethics. Only when Niu Mo has lofty professional ideals can he abide by professional ethics.

Being loyal to the people's education and striving to be a teacher are the lofty professional ideals of teachers under the conditions of socialist market economy, which embodies the essence of teachers' professional ethics.

(2) Teachers' professional responsibilities

The so-called professional responsibility of teachers is the responsibility and task that teachers must undertake. Under socialist conditions, the fundamental duty of people's teachers is to cultivate new socialist people. In other words, the duty of people's teachers is to train builders and successors of socialist modernization.

Consciously fulfilling teachers' professional responsibilities requires teachers to turn their professional responsibilities into conscious moral obligations and make selfless contributions to cultivating and bringing up new socialist people.

(3) Teachers' professional attitude

Teachers' professional attitude refers to teachers' views and behaviors on their own professional labor. In short, it refers to educational labor attitude or teachers' labor attitude.

In socialist society, the basic requirements of teachers' professional attitude are: to establish a proactive labor attitude and strive to cultivate new socialist people.

(4) Teachers' professional discipline

Teachers' professional discipline is the rules and regulations that teachers abide by in the process of education and labor.

(5) Teachers' professional skills

Teachers' professional skills are embodied in their ability to teach and educate people, and the effect of teachers' teaching and educating people is the embodiment of teachers' professional skills.

(6) Teachers' professional conscience

The so-called professional conscience of teachers is a special moral responsibility and moral self-evaluation ability formed by teachers in the process of fulfilling their obligations to students, parents and colleagues, as well as to society, schools and occupations. We should mainly do the following: first, we have a strong educational belief; Second, have a high sense of responsibility and mission; Third, constantly reflect and often conduct moral control and moral evaluation on one's own behavior thoughts.

(7) Teachers' professional style

The so-called professional style of teachers. It is the consistent attitude and behavior of teachers in their professional activities. We should mainly do the following: First, seek truth from facts and stick to the truth; Second, work actively and seriously; Third. Loyal and frank, treat people equally; Fourth, promote democracy and unite and help each other.

5. The basic content and system of teachers' professional ethics

Following the principle of combining idealism with realism, and drawing lessons from the basic experience and historical lessons of educational professional ethics construction at home and abroad, we have constructed the basic system and content of teachers' professional ethics in China in four basic relationship categories and three basic levels.

(1) Morality to education.

Because the development of education is directly related to the prosperity of the nation and the country, and to the vital interests of every citizen. Therefore, the morality of treating education embodies the code of conduct that teachers should follow when dealing with the relationship between individuals and the state and between individuals and the collective.

① Ideal level

Loyal to the people's education. "Ladder Spirit" and "Red Candle Spirit" are its true portrayal.

② Principle level

Be loyal to your duties, teach according to law, be a model and be proactive.

③ Rule level

There shall be no words or deeds that violate the laws, principles and policies of the state, and no participation in or support for activities that harm the interests of the state; Do not use professional posts and professional work (enrollment, exams, etc.). ) accepting other people's property; Failing to produce false professional qualification certificates or make false statements when applying for posts or positions; Do not do anything that pollutes or destroys the educational material and spiritual environment, such as swearing, intentionally damaging teaching instruments and facilities, etc. Do not do anything unrelated to education and teaching during working hours; Do not skip class, arbitrarily transfer classes, and perfunctory work; Smoking and using mobile phones are not allowed in class; It is not allowed to practise fraud, falsely report or tamper with personal work performance; Shall not conceal or tamper with the major educational accidents that have occurred; Don't be disheveled.

(2) Treat students' morality

Promoting students' all-round development is the basic task of teachers. Therefore, the relationship between teachers and students is the most important one in teachers' professional ethics.

① Ideal level

Love students and be tireless in teaching others.

② Principle level

Treat students equally, fairly and democratically.

③ Rule level

Do not use threatening language to punish students or corporal punishment in disguised form; Do not favor or discriminate against students on the grounds of nationality, gender, region, family background, physical condition, academic performance and physical and mental development level; Students and teachers shall not be rewarded or punished for other powers conferred by their professional duties or other conveniences brought about by the relationship between teachers and students. For personal gain, such as selling goods, especially books and reference materials; Do not exceed the scope, degree and time to increase students' academic burden; Do not ask for property or accept gifts from students under any pretext; It is not allowed to cancel, replace or manipulate students' normal autonomous group activities with personal likes and dislikes; Without the permission of the students themselves, they are not allowed to consult the students' diaries or personal letters under any pretext; It is not allowed to blame or punish the whole class for the misconduct of individuals or a few students; It is not allowed to punish tasks unrelated to discipline because of students' violation of discipline (such as punishing homework for violating classroom discipline). ); It is not allowed to take advantage of teachers' dominant position and convenient conditions to fall in love with students.

(3) the morality of treating other teachers and teachers' groups

In modern society, it is difficult for a single teacher to complete the task of comprehensive education for students. Therefore, every teacher must deal with the relationship with other teachers and teacher groups.

① ideological level

Consciously insist that the interests and needs of teachers' collective and other teachers are higher than those of individuals.

② Principle level

Mutual trust and respect, joint efforts and common development.

③ Rule level

Do not slander the personality, reputation and prestige of other teachers or teachers' collective in public or in front of students under any pretext; Do not copy, plagiarize or belittle the academic, scientific research and educational achievements of others; Do not take advantage of his position to influence and hinder the normal work of other teachers; Without justifiable reasons, they shall not violate the decisions or rules made jointly by the educational collective without authorization; Do not help people who know that their quality, academic qualifications or other related qualities are unqualified to join the teaching staff or be promoted to higher positions or positions.

(4) the morality of treating students' parents or other social personnel.

There are three factors that affect students' development: school, family and society. To integrate the three into a comprehensive force conducive to students' growth and truly achieve the trinity, teachers must properly handle the relationship with students' parents and other members of society.

① Ideal level

Treat each other sincerely and take the initiative to participate.

② Principle level

Communicate actively and treat each other as equals.

③ Rule level

Do not criticize non-educational issues to parents or relevant personnel of students, and do not reprimand or insult parents and other relevant personnel for students' reasons; It is not allowed to imply that parents corporal punishment or corporal punishment of students in disguised form; It is not allowed to ask parents or relevant personnel for money or seek other conveniences and interests; Students' parents shall not be biased or discriminated against on the grounds of nationality, gender, region, economic status, position, occupation, disability, appearance, etc.

6. The current situation of teachers' professional ethics in China

(1) Some teachers lack professional ethics.

At present, the biggest problem of teachers' professional ethics is that some teachers are weak in professional spirit and enterprising consciousness, lacking the spirit of dedication to education, which is manifested in being lazy in reading and studying, muddling along in work, not seriously observing labor discipline, lagging behind in educational concepts, being satisfied with existing knowledge, following the book, dabbling in it, and not striving for progress. These are all manifestations of teachers' lack of professional ethics.

(2) Corporal punishment of students is still common.

At present, corporal punishment of students by primary and secondary school teachers is not uncommon in some areas. In addition to standing, teachers punish students by slapping, twisting ears, slapping hands, kicking, squatting, running and copying texts. In addition, quite a few teachers often use insulting language to hurt students.

(3) Some teachers can't treat students with poor academic performance and poor ideological and moral quality correctly.

Due to the influence of environment and congenital factors, it is inevitable that students will have uneven phenomena in the process of learning and ideological and moral formation. Therefore, in daily teaching, teachers should establish the principle of respecting individuality, fully and deeply understand students' inner world, so as to better implement targeted education according to each student's characteristics and achieve "the right medicine". Discrimination against "underachievers", like corporal punishment against students, is a stubborn disease that needs to be cured in the construction of teachers' professional ethics. Some teachers always try their best to get rid of students who are particularly laborious in individual education; In order to improve the enrollment rate, some schools "send out" the "underachievers" in their graduating classes in advance, or even don't accept "underachievers" at all. If they want to charge, they will put forward additional conditions for their parents, such as paying hundreds or thousands of dollars more tuition and miscellaneous fees and borrowing fees than other students.

7. Analysis of the causes of teachers' lack of professional ethics

(1) School leaders do not pay enough attention to teachers' professional ethics.

School leaders should play an exemplary role in teachers' ideological and moral construction, that is, leaders at all levels should be strict with themselves and take the lead in studying, implementing and practicing the Code of Professional Ethics for Primary and Secondary School Teachers. Teaching by example is more important than teaching by example. If the teacher is asked to do it, the leader will do it first, and if the teacher is asked not to do it, the leader will resolutely not do it. It is one of the important ways to improve teachers' professional ethics that leaders play an exemplary role and influence and drive teachers with their own exemplary role. Leaders can play two roles: first, be strict with themselves, take the lead in observing teachers' professional ethics and set an example for teachers; Second, strictly implement the party's educational principles and policies, change educational concepts, and don't acquiesce or condone any behavior that violates professional ethics among teachers because of immediate interests or small group interests.

(2) Economic interests affect teachers' professional ethics.

A small number of teachers are influenced by money worship, hedonism, consumption ahead of schedule, and various pressures in work, study and life, which lead to psychological imbalance, "dislocation" of value orientation and behavior violations. Driven by economic interests, these teachers can't stand the temptation of money and throw the title of "people's teacher" out of the clouds, resulting in all the tendencies of "looking at money" and inevitably leading to the loss of teachers' professional ethics.

(3) Teachers themselves have insufficient understanding of professional ethics.

Teachers should fully realize that teachers are not only the disseminators of knowledge and the enlighteners of wisdom, but also the edifiers of spirit, the influencers of personality and the embodiment of virtue. Teachers work with students, and their words and deeds will have an important and lasting impact on students' world outlook, outlook on life and values. Especially in promoting quality education in an all-round way, teachers not only need to change educational ideas and concepts, update knowledge and improve teaching level, but also need to have good professional ethics.

(B) Teachers' moral education

1. The role of teachers' professional ethics education

(1) Teachers' professional ethics education can improve the overall quality of teachers and speed up the construction of teachers.

The Central Committee of the Communist Party of China and the State Council's "Decision on Deepening Education Reform and Promoting Quality Education in an All-round Way" emphasized: "Building a contingent of high-quality teachers is the basic guarantee for comprehensively promoting quality education." Efforts to improve teachers' political and ideological quality are the primary link to strengthen the construction of teachers. If teachers are required to love the Party and be loyal to the people's education, they must establish a correct outlook on education and life through professional ethics education. Have lofty ideals and noble moral sentiments, and improve professional ethics.

(2) Teachers' professional ethics education is a strategic measure to promote the construction of two civilizations and education in Socialism with Chinese characteristics.

Running a school under the condition of socialist market economy is the foothold and basic premise of teachers' professional ethics education.

Due to the negative effects of the market economy itself, such as competitiveness and utilitarianism, some teachers pay more attention to remuneration than quality; Than education, than ability; Pay more attention to personal interests and less attention to selfless dedication; Negative phenomena such as serious individualism and lack of professionalism and sense of responsibility directly affect the development of education and the image of teachers. It is urgent to improve teachers' quality and vigorously strengthen teachers' ideological and political work and professional ethics education.

On the other hand, socialist modernization is a systematic project including material civilization construction and spiritual civilization construction, and spiritual civilization construction and material civilization construction must develop in harmony.

The report of the 16th National Congress of the Communist Party of China emphasized that to comprehensively promote quality education and cultivate hundreds of millions of high-quality workers, tens of millions of specialized talents and a large number of top-notch innovative talents, we must improve the quality of education and management, strengthen the construction of teachers, and improve teachers' professional ethics and professional level. The construction of teachers' professional ethics itself is an organic part of the construction of socialist spiritual civilization. Strengthening teachers' professional ethics education is bound to have a huge demonstration effect and promote the spiritual and material civilization construction of the whole society. In this sense, strengthening teachers' professional ethics education and improving teachers' quality in an all-round way is an important strategic measure to promote the development of education and socialist modernization.

2. Teachers' professional ethics education methods

(1) Reasoning and Persuasion

Reasoning and persuasion are the basic methods of teachers' professional ethics education. The application of this method should follow the following basic principles: first, convince people with reason; Secondly, we should pay attention to pertinence, and give reasoning guidance to different types and levels according to the situation of teachers' morality. Again? Respect for teachers' personality, educators should put the objects of education in an equal position, carry forward democracy and conduct two-way exchanges with an equal attitude; Finally, we should pay attention to the art of reasoning and persuasion, and educators should use vivid and concrete language to reason. The theory of teachers' morality should be simple, infectious and convincing. The methods of reasoning and persuasion include lectures, reports, conversations, discussions, debates, reading books and newspapers.

(2) Model education methods

The model education method is a practical, vivid and vivid educational method, that is, to educate teachers on moral quality with model figures and advanced typical deeds. In example education, we should pay attention to the following aspects: first, teachers' role models should be a diverse group of role models, not a single role model, including both the role models and their professional ethics in ancient and modern Chinese and foreign education circles, as well as typical examples in practice; Secondly, the example set for teachers should be accepted by people, and it is not enough to only have advanced models in the whole country, but to provide examples for the region and the unit; Finally, the example set for teachers must pay attention to authenticity, and don't artificially raise and deify the example, so that people can see that they do have noble moral behavior, and they will be convinced and willing to learn when they say it.

(3) Comparative education methods

Comparative education method is a method to compare the characteristics and attributes of different things, distinguish right from wrong and grasp the essence of things. Generally, "vertical ratio" and "horizontal ratio" can be used to carry out comparative education of teachers' morality. "Vertical comparison" is to compare the past teachers' morality with the present teachers' morality, from which we can see the law of change and development and correct our understanding of reality; "Horizontal ratio" is to compare two things of the same kind and draw a correct understanding from them.

(4) individual education law

Individual education method is a method to solve teachers' moral problems through heart-to-heart talks in view of the differences in teachers' moral qualities. It is the basic method for educators to get in touch with teachers' emotions and understand their moral status. We should pay attention to several aspects when using individual education method: First, we should face up to the personality differences of teachers and pay attention to teaching students in accordance with their aptitude. The responsibility of educators is to cultivate positive factors in teachers' personality as much as possible, restrain negative factors in personality and shape good moral quality. Secondly, we should analyze the particularity of moral problems and open a lock with a key. Finally, we should pay attention to the artistry of individual professional ethics education.

(5) Practice exercise method

Practical exercise is a method to cultivate teachers' excellent moral character and behavior habits through purposeful, planned and organized practical activities under the guidance of educators. Teachers' professional ethics education can not be limited to imparting moral knowledge to teachers, but must guide teachers to participate in practical exercise. First of all, practice is the only way for teachers to establish scientific ethics and grow in the right direction; Secondly, the theoretical knowledge of teachers' professional ethics obtained from educators can only be transformed into rational knowledge through teachers' personal experience, and gradually transformed into positions, viewpoints and methods to deal with problems.

The above basic methods of teachers' professional ethics education have their own characteristics. They are interrelated and constitute a system of teachers' moral education methods. In teachers' vocational education, we should pay attention to proceeding from reality and be good at comprehensive application in order to achieve the best educational effect.

3. Ways and methods of teachers' morality education

(1) Teachers' Ethics Education in Pre-service Education

① Strengthen teachers' professional thinking through college entrance examination education courses.

At present, teacher education in China is mainly led by normal universities. Normal universities should strengthen the values of love and loyalty to people's education at the beginning of enrollment, and are willing to dedicate their professional concepts such as outlook on life to education. The essence of teachers' ideological education is a form of teachers' moral education, which can be embodied in the "entrance education class" at the beginning of school.

(2) Offering special courses of teachers' morality education.

At present, China's university teacher education courses mainly offer three courses: professional courses, social and cultural courses and education courses. The courses that embody the nature of normal education are mainly educational courses. These three courses are all centered on "how to teach" and lack attention to teachers' professional ethics. But as a teacher, it is not enough to know how to teach, but also to know how to educate people, which requires a noble morality. Therefore, teachers' education major in colleges and universities should add special courses of teachers' morality.

③ Infiltrate the education of teachers' morality in ideological and political education.

Ideological and political education in colleges and universities includes Mao Zedong Thought and Deng Xiaoping Theory education, college students' ideological and moral cultivation education, laws and regulations education and so on. When teachers explain these courses, they mainly focus on theory, which has nothing to do with the education of teachers' morality. In fact, teachers' morality is related to ideological and political education in colleges and universities. For example, Article 1 of the Code of Professional Ethics for Primary and Secondary School Teachers revised in 2008 stipulates: "Fully implement the national education policy, consciously abide by education laws and regulations, and perform teachers' duties and rights according to law. The Code of Teachers' Morality can permeate the ideological and political education in colleges and universities, for example, explaining the state's regulations and policies in Deng Xiaoping Theory class, and connecting with the "comprehensively implementing the state's educational policy" in the Code of Teachers' Morality.

④ Increase the content of teachers' morality education in educational practice.

In the past, the internship time of normal education in China was one or two semesters before graduation, and the time was about one and a half months. The practice content is mainly to attend lectures and lectures. This form of internship has been criticized by many people. After that, many universities carried out reforms, but they still adjusted their "how to teach" and lacked attention to the education of teachers' morality. In fact, students' internship should not only let them learn and exercise the skills of "teaching", but also let them learn and exercise the concept of "educating people" and form the professional ethics of "engineers of human soul".

(3) Teachers' morality education in post-service education.

① practice

The so-called practice means that teachers practice moral norms in the workplace, further deepen their understanding of moral norms, and at the same time make moral norms their own belief norms, so as to achieve the purpose of improving their own moral level. The requirement of reciting "Professional Ethics of Primary and Secondary School Teachers" is obviously only a low-level requirement. It is likely that many teachers can't really understand these professional ethics and internalize them into beliefs. Only by practicing moral norms in a certain educational work scene can we achieve practical results.

2 master.

Appreciating teachers means improving teachers' professional ethics through guidance. Every school generally has some "Chinese teachers". They often have high teaching level, good management ability and moral cultivation to serve the public. Schools should make full use of this resource and consciously establish a mentoring system, so that young teachers can gain the growth of their morality with the personal demonstration and careful help of Chinese teachers.

③ Self-cultivation

A. reflection

Introspection is to achieve the goal of self-denial, self-transformation and self-improvement through self-criticism and self-dissection. This is a better way for teachers to strengthen and improve their professional ethics. Teachers can improve their professional ethics by writing reflective diaries. The so-called reflection diary means that teachers record what happened in the educational situation, their own behaviors and students' reactions, and then reflect. Once teachers can reflect, it will undoubtedly be of great benefit to their own teachers' moral growth.

B. Be cautious and independent

Prudent independence refers to being able to stick to moral beliefs, consciously act according to moral requirements and not do bad things when one is alone and unsupervised. Being cautious and independent is of special significance to teachers' moral cultivation. Because the profession of teachers is carried out under the conditions of one person, such as preparing lessons and correcting homework, there is a lack of supervision. Whether we can be cautious and independent is directly related to the quality of teachers' labor.

4. Highlights of the new regulations

Before the Ministry of Education officially promulgated the newly revised Code of Professional Ethics for Primary and Secondary School Teachers, the "protecting students' safety", which caused widespread concern and controversy in the draft for comments, was formally written into Article 3 of the new code, caring for students. Compared with the old norms, the new norms have many bright spots, including clearly stating that primary and secondary school teachers should protect students' safety and lifelong learning.

(1) "Protecting students' safety" was written into the new regulation for the first time.

This revision is a more scientific and targeted revision based on the new situation of education and teachers' work in recent years. It is worth mentioning that "protecting students' safety" is written into the third article of the new specification for the first time, caring for students. This content is written to make it clear that "protecting students' safety" is the professional spirit that teachers should abide by. Wang Xuming, a former spokesperson of the Ministry of Education, said that the Ministry of Education initiated the revision of the Code of Professional Ethics for Primary and Secondary School Teachers as early as 2004, and set up a research group composed of lecturers, teachers and officials of the Ministry of Education. This revision is the first revision of the professional ethics of primary and secondary school teachers in China since 1997. Based on the new situation, new problems and new characteristics in education and teacher work in recent years, on the basis of full demonstration, extensive consultation and in-depth investigation in the early stage,

(2) "Lifelong learning" is put forward separately.

In the new standard, "lifelong learning" is put forward separately. In fact, with the development of social situation, textbooks in primary and secondary schools are constantly updated and searched, which is no longer the same as before. At the same time, the progress of society also requires teachers to constantly change their educational concepts and innovate teaching methods. If you want to be a qualified teacher, you must study all your life.

Interpretation of "Regulations on the Work of Class Teachers in Primary and Secondary Schools"

The Regulations on the Work of Head Teachers in Primary and Secondary Schools (hereinafter referred to as the Regulations) issued by the Ministry of Education, which consists of seven chapters and 22 articles, clearly stipulates the equipment and selection, duties and tasks, treatment and power, training and training, assessment and rewards and punishments of head teachers, especially in the first chapter "General Provisions", which defines the concept of head teachers in detail and puts the work of head teachers in a prominent position: head teachers are the daily thoughts of primary and secondary schools. The head teacher is an important post in primary and secondary schools, and engaging in the work of the head teacher is an important duty of primary and secondary school teachers. Teachers should take the work of the head teacher as their main business while serving as the head teacher. Strengthening the construction of class teachers is an important embodiment of adhering to the principle of educating people and putting moral education first. Relevant government departments and schools should create favorable conditions for class teachers to carry out their work and enjoy treatment and rights.

After the promulgation of the "Regulations", the relevant person in charge of the Ministry of Education interpreted it, indicating that the "Regulations" have four highlights;

The first is to clarify the workload of the class teacher, so that the class teacher has more time to do the work of the class teacher. For a long time, the head teacher has not only to undertake the same teaching tasks as other teachers, but also to be responsible for the heavy work of the head teacher, which makes the work burden of the head teacher too heavy. The "Regulations" require: "The workload of class teachers is included in the basic workload of teachers according to half of the workload of local teachers' standard class hours. All localities should reasonably arrange the class workload of the class teacher to ensure that the class teacher does a good job in class management. " It is clear that the head teacher should focus on teaching and educating people and doing the work of the head teacher, spend half his time doing the work of the head teacher, and care about the ideological and moral status, physical and mental health and other aspects of development of each student.

The second is to improve the economic treatment of class teachers, so that class teachers have more enthusiasm to do the work of class teachers. For a long time, head teachers in primary and secondary schools have been working hard to educate people. The allowance for head teachers has always been in accordance with the Trial Measures for Allowances for Head Teachers in Ordinary Middle Schools and Primary Schools (J.J.Zi. [1979] No.489) promulgated by the Ministry of Education, the Ministry of Finance and the State Administration of Labor. The subsidy standard is low, which is far from meeting the requirements of modern economic and social development. Since 2009, the state has implemented the performance T-capital system for compulsory education schools. According to the Guiding Opinions of the Ministry of Human Resources and Social Security, the Ministry of Finance and the Ministry of Education on the Implementation of Performance Pay in Yiwu Education Schools forwarded by the General Office of the State Council, Article 15 of the Regulations issued this time requires that the allowance of the head teacher should be included in the performance T-capital management. In the distribution of performance pay, we should be inclined to the class teacher. For the amount of overtime undertaken by the head teacher, the head teacher's allowance is paid with the overtime allowance. "

The third is to ensure the rights of the class teacher's pedagogy students and let the class teacher have more space to do the work of the class teacher. Today, with the emphasis on respecting students and safeguarding their rights, teachers, especially class teachers, dare not control students, criticize and educate students, and dare not let themselves go. Article 16 of the newly promulgated regulations clearly stipulates: "Class teachers have the right to criticize and educate students in daily education and teaching management, and take appropriate measures to educate them." Protect and safeguard the legitimate rights of class teachers to educate students, so that class teachers can educate and manage students through criticism while insisting on positive education.

Fourthly, it emphasizes the important position of the head teacher in the school, which makes the head teacher more confident to do the work of the head teacher well. The "Regulations" emphasize the important position of class teachers in school education from the aspects of career development, job promotion, participation in school management, treatment, recognition and reward, which fully reflects the respect and recognition for class teachers and is a great encouragement and encouragement to the majority of class teachers. Emphasizing the important position of head teachers in school education is of positive significance for stabilizing the team of head teachers, promoting the professional growth of head teachers, and inspiring the majority of head teachers to carry out their work in a long-term, in-depth and meticulous manner.