moral code

vacant position

Moral construction

Moral evaluation

Abstract: Professional ethics plays a vital role in the moral construction of preschool teachers. At present, the lack of unified professional ethics of preschool teachers is a prominent problem in the field of preschool education in China, and it is also a bottleneck restricting the moral construction of preschool teachers. Based on the actual situation of preschool education in China, this paper tries to put forward eight professional ethics standards for preschool teachers: learning and obeying the law, teaching according to law; Love their jobs and be loyal to their duties; Respect and love children; Rigorous scholarship, determined to innovate; Unity and cooperation, learn from each other's strengths; Respect for parents and warm service; Resist corruption and change, be honest and teach; Set an example and be a teacher.

Early childhood education is the foundation of basic education and the initial stage of the whole education process. Nowadays, more and more people realize that they can't let their children "lose at the starting line", thus giving unprecedented attention to preschool education, and the professional ethics of preschool teachers has become a social concern.

Teachers' professional ethics is a peer criterion that teachers should follow when they engage in professional activities, and it is a concrete standard to evaluate the good and evil of teachers' behavior. Professional ethics plays a vital role in the moral construction of preschool teachers.

First of all, there is a lack of unified teacher's ethics in the field of preschool education in China.

Outstanding problems At present, the state has formulated and promulgated a unified professional ethics code for college teachers and primary and secondary school teachers, but it has not yet formulated a unified professional ethics code for preschool teachers. Although some local education administrative departments and kindergartens have made regulations on the professional ethics of kindergarten teachers in their own regions and departments, these regulations are extremely inconsistent and unscientific. To sum up, there are mainly the following problems: ① The understanding of Kindergarten Teachers' Professional Ethics is one-sided, and many moral requirements closely related to kindergarten teachers' profession are not reflected; (2) The positioning of "professional ethics of preschool teachers" is inaccurate, and some contents in the regulations reflect the post responsibilities of preschool teachers or moral requirements in public and private life, not professional ethics; ③ The theme is not clear enough, the key points are not prominent enough, the content classification is not scientific enough, and even there are logical errors; ④ Some contents are out of date; ⑤ The expression form is not standardized and concise, which is not convenient to remember and practical.

At present, the lack of unified professional ethics standards for preschool teachers is a prominent problem that needs to be solved urgently in the field of preschool education in China.

Second, the lack of unified teachers' morality is the bottleneck restricting the moral construction of preschool teachers.

(A) the lack of a unified teacher's ethics leads to the professional activities of preschool teachers can not be relied upon.

There is no unified professional ethics standard for kindergarten teachers, which means that the professional activities of kindergarten teachers are not followed, which will inevitably bring serious adverse effects to the moral construction of kindergarten teachers. Mainly manifested in the following aspects: first, negative traditional concepts and habits take advantage of the situation, suppress the innovative spirit of preschool teachers, promote bad study style, alienate the relationship between teachers and children, and affect unity and cooperation; Secondly, utilitarian thoughts and money worship spread wildly, leading to corruption, tarnishing a model image and breeding liberalism among preschool teachers. Thirdly, the erroneous concept of exam-oriented education is popular, which leads to the confusion of people's values, the confusion of preschool teachers in educational practice and the misleading of preschool teachers' moral construction.

(2) The lack of unified teachers' morality leads to different standards of moral evaluation for preschool teachers.

There is no unified professional ethics of preschool teachers, which means that there is no unified and clear standard for moral evaluation of preschool teachers. Because of the chaotic standards of good and evil and different evaluation conclusions, kindergarten teachers as the evaluation objects are often in an embarrassing situation, which leads to many puzzles and contradictions in the practice of preschool education. For example, should preschool education focus on imparting knowledge or cultivating quality? Should preschool teachers mainly play the role of educators or conservationists? What standards should education administrative departments and kindergartens use to evaluate preschool teachers? Is it fair and reasonable for parents of young children to praise or accuse teachers? There are often sharp contradictions and conflicts between the evaluation of teachers by educational units and that by parents. Which is right and which is wrong? ..... This series of puzzles and contradictions have yet to be solved.

Therefore, the lack of unified professional ethics standards for preschool teachers has become a bottleneck restricting the standardization of preschool teachers' moral construction.

Thirdly, the key to strengthening the moral construction of preschool teachers is to formulate a unified moral standard.

In view of the lack of professional ethics standards for preschool teachers and the different evaluation standards for preschool teachers, on the basis of extensive investigation of relevant materials, according to the spirit of "Kindergarten Education Outline" and referring to "Professional Ethics Standards for Primary and Secondary School Teachers", the author preliminarily puts forward the following eight professional ethics standards for preschool teachers for reference by the coordination department.

(A) study the law and abide by the law, teaching according to law

Learning the law and abiding by the law and teaching according to law means that preschool teachers should seriously study the Constitution and laws, standardize their words and deeds in strict accordance with the Constitution and laws, and be loyal to the people's educational cause. Learning and abiding by the law and teaching according to law are the prerequisites for preschool teachers to engage in educational activities. Its basic requirements are: consciously study and abide by the Constitution of People's Republic of China (PRC), the Education Law of the People's Republic of China, the Teachers Law of People's Republic of China (PRC) and the Law of People's Republic of China (PRC) on the Protection of Minors, and strictly abide by the education administration at all levels.