本文選題：高校教師 + 職業(yè)道德��； 參考：《西安科技大學(xué)》2012年碩士論文

【摘要】：論文綜合運(yùn)用了文獻(xiàn)分析、比較研究和調(diào)查研究的方法，首先對(duì)高校教師職業(yè)道德內(nèi)化的研究背景、研究現(xiàn)狀、研究意義和必要性進(jìn)行了闡釋?zhuān)偨Y(jié)出高校教師對(duì)教師職業(yè)道德進(jìn)行有效內(nèi)化是增強(qiáng)教師抵抗社會(huì)不良環(huán)境干擾，緩解教師職業(yè)道德滑坡甚或失范現(xiàn)狀的重要途徑，，是高等院校建設(shè)一只高素質(zhì)、高水平師資隊(duì)伍，提高高等教育質(zhì)量的必要條件，是弘揚(yáng)高尚道德情操，提升社會(huì)道德水平關(guān)鍵環(huán)節(jié)。 論文從學(xué)習(xí)教師職業(yè)道德原則和內(nèi)容入手，系統(tǒng)地梳理總結(jié)了高校教師在教書(shū)育人、科學(xué)研究、服務(wù)社會(huì)和傳承文化四大職能上應(yīng)履行的職業(yè)道德，并指出教師職業(yè)道德對(duì)教師做好本職工作、完善個(gè)人人格、獲得心靈平衡具有不可替代的功用和價(jià)值。 論文把高校教師職業(yè)道德內(nèi)化的心理機(jī)制和關(guān)鍵點(diǎn)作為第一個(gè)研究重點(diǎn)，分別從德性發(fā)展的角度和社會(huì)生活的角度闡述了高校教師職業(yè)道德內(nèi)化的必要性；又分別從心理學(xué)角度和道德教育的角度分析了高校教師職業(yè)道德內(nèi)化的主要過(guò)程，并將心理學(xué)角度的“服從、認(rèn)知、同化、內(nèi)化”與道德教育角度的“知、情、信、意、行”進(jìn)行了合理聯(lián)系。在此研究的基礎(chǔ)上挖掘出高校教師職業(yè)道德的關(guān)鍵點(diǎn)就在于教師作為內(nèi)化承擔(dān)者的主體性，并進(jìn)一步分析出主體性對(duì)高校教師職業(yè)道德內(nèi)化的影響以及主體性生成和發(fā)揮的必要條件。 論文將高校教師職業(yè)道德內(nèi)化的對(duì)抗因素作為第二個(gè)研究重點(diǎn)，通過(guò)對(duì)高校教師進(jìn)行抽樣問(wèn)卷調(diào)查來(lái)歸納分析出現(xiàn)實(shí)情況中高校教師職業(yè)道德內(nèi)化的對(duì)抗因素，首先是介紹了問(wèn)卷設(shè)計(jì)思路和調(diào)查基本情況，然后詳細(xì)總結(jié)分析了問(wèn)卷調(diào)查統(tǒng)計(jì)結(jié)果，并從調(diào)查結(jié)果中梳理出高校教師在內(nèi)化職業(yè)道德過(guò)程中遇到的影響教師主體性生成和主體性發(fā)揮的對(duì)抗因素，進(jìn)而又從高等教育的發(fā)展、市場(chǎng)經(jīng)濟(jì)的繁榮、知識(shí)時(shí)代的到來(lái)、高校治學(xué)體系、辦學(xué)資源使用等幾個(gè)方面分析了對(duì)抗因素的形成原因。 高校教師職業(yè)道德內(nèi)化的促進(jìn)機(jī)制是本研究論文的第三個(gè)研究重點(diǎn)，分別針對(duì)影響教師主體性生成和發(fā)揮的對(duì)抗因素及其成因，設(shè)計(jì)出相應(yīng)的解決路徑，包含教師成長(zhǎng)發(fā)展支持機(jī)制，教師主體性激發(fā)及保障機(jī)制，教師職業(yè)道德建設(shè)外圍保障機(jī)制和教師職業(yè)道德建設(shè)內(nèi)在運(yùn)行機(jī)制。
[Abstract]:The thesis synthetically uses the methods of literature analysis, comparative study and investigation and research. Firstly, it explains the research background, research status, significance and necessity of the internalization of college teachers' professional ethics. It is concluded that the effective internalization of college teachers' professional ethics is an important way to strengthen teachers' resistance to social adverse environment interference, to alleviate the present situation of teachers' professional ethics, and to build a high quality university. The key link of carrying forward the noble moral sentiment and raising the social moral level is the high level teachers and the necessary condition to improve the quality of higher education. Starting with the principles and contents of teachers' professional ethics, this paper systematically summarizes the professional ethics that should be performed by university teachers in the four functions of teaching and educating people, scientific research, serving society and inheriting culture. It also points out that teachers' professional ethics has irreplaceable function and value for teachers to do their own work, perfect personal personality and achieve spiritual balance. This paper takes the psychological mechanism and key points of the internalization of college teachers' professional ethics as the first research focus, and expounds the necessity of the internalization of college teachers' professional ethics from the perspective of moral development and social life. From the angle of psychology and moral education, this paper analyzes the main process of the internalization of college teachers' professional ethics, and puts forward the psychological perspective of "service from, cognition, assimilation, internalization" and moral education from the angle of "knowledge, affection, faith, meaning," A reasonable connection has been made. On the basis of this research, the key point of university teachers' professional ethics lies in the subjectivity of teachers as internalized carriers. Furthermore, it analyzes the influence of subjectivity on the internalization of college teachers' professional ethics and the necessary conditions for the formation and exertion of subjectivity. This paper takes the confrontational factors of the internalization of college teachers' professional ethics as the second focus of the research, and summarizes and analyzes the confrontational factors of the internalization of university teachers' professional ethics in the actual situation by sampling questionnaires to university teachers. First of all, it introduces the design of the questionnaire and the basic situation of the survey, and then summarizes and analyzes the statistical results of the questionnaire in detail. From the results of the investigation, the author sorts out the antagonistic factors that affect the teachers' subjectivity and exertion in the process of internalizing their professional ethics, and then from the development of higher education, the prosperity of market economy and the arrival of the knowledge age. This paper analyzes the forming reasons of the antagonistic factors from the aspects of the academic system and the use of school resources in colleges and universities. The promotion mechanism of college teachers' professional ethics internalization is the third research focus of this paper. Aiming at the antagonistic factors and their causes that affect the teachers' subjectivity generation and exertion, the corresponding solutions are designed. It includes the support mechanism of teachers' growth and development, the motivation and guarantee mechanism of teachers' subjectivity, the peripheral guarantee mechanism of teachers' professional ethics construction and the internal running mechanism of teachers' professional ethics construction.
【學(xué)位授予單位】：西安科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：G645.1

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