【作者】 洪秋芸；

【导师】 虞永平；

【作者基本信息】 南京师范大学， 学前教育学， 2022， 博士

【摘要】 践行幼儿园教师专业伦理是幼儿园教师专业发展重要组成部分。幼儿园教师专业信念伦理和责任伦理是幼儿园教师专业伦理的具体体现。幼儿园教育对象特殊性、服务对象多元性、保教工作复杂性要求幼儿园教师需具有较高层次的专业伦理。然而,目前我国幼儿园教师专业伦理规范尚未制定,幼儿园教师“失范”现象依然存在,幼儿园教师亟需专业伦理的指导。本研究聚焦幼儿园教师专业伦理,并以幼儿园教师的专业信念伦理和责任伦理为切入口,从专业伦理规范分析、个案分析、实地调研、专业伦理规范框架构建四个层面展开。 在专业伦理规范分析层面,包括对教师专业伦理规范发展历程考察和相关规范文本分析两个部分。对中外幼儿园教师专业伦理规范发展历程考察部分,研究发现教师专业伦理规范是随着社会的教育职业活动的产生而产生,随着整个人类道德的历史演进而不断丰富,经历了从“个别性到普遍性”“一般性到专业性”的过程,并受到社会文化因素的影响,因而具有历史继承性和社会文化性。对中国、美国、新西兰、英国、新加坡现行的相关伦理规范的分析部分,研究发现各国幼儿园教师专业伦理在文本框架结构、具体内容、话语表征上各具特色。在伦理规范的价值取向方面,我国强调师德为先,以身垂范;国外则重视对幼儿园教师的“责任规范”和“道德力表现”;在话语特征方面,我国偏向“观念引导”“高位期待”“责任目标”类语言,国外则以“行为表现”“底线意识”“责任行为规范”类语言为主。由研究结果可知,由于缺乏专业组织的介入和支持,我国对幼儿园教师专业伦理规范的特殊性和专业性的探索仍处在初期阶段,我们应借鉴国外有益的经验。 在个案分析层面,笔者对近五年(2016-2020)共64个幼儿园教师“失范”案例进行分析并发现,幼儿园教师是伤害幼儿的主要施行者,并遍布多个省份。幼儿园教师“失范”行为具有多样性和隐蔽性特征,并对幼儿及其家庭成员的身心健康造成不同程度的伤害。幼儿园教师“失范”行为也反映了幼儿园教师对幼儿人格尊严的蔑视,各种权益的漠视、依法从教意识薄弱以及部分幼儿园伦理氛围欠佳等问题。籍此笔者提出幼儿园教育对教师角色的伦理规定性,即教师德行的示范者、幼儿身心健康发展的促进者、各种关系冲突的协调者、家校信任合作关系的维护者以及同事团结协作关系的建构者。 在实地调研层面,主要包括量化研究和质性研究两个部分。量化研究部分,笔者运用Spss23.0和Amos23.0数据分析软件,通过项目分析、探索性因素分析、信效度分析、验证性因素分析等过程修订包含集体伦理意识、集体共情关注、关注自己的集体道德判断、关注他人的集体道德判断、集体道德品质这五个因子的幼儿园伦理氛围问卷。基于此,研究者以F省3690名幼儿教师为研究对象,调查教师对其所在幼儿园伦理氛围的感知。结果发现,当前幼儿园伦理氛围尚未达到优良水平(M=4.087),其中教师在集体道德判断上相对较差;农村园、民办园和低等级幼儿园伦理氛围水平相对较低;教师的教龄和月薪酬显著影响教师对幼儿园伦理氛围的感知,而教师的学历和专业对教师感知伦理氛围的影响则不显著;职前和职后专业伦理教育能够通过提升教师个人的专业伦理素养,从而优化幼儿园整体伦理氛围。在质性研究部分,笔者运用NVivo11和扎根理论分析了J省和F省共24名幼儿园教师、2名园长、11名家长、22名幼儿的半结构式访谈资料,以及对两省共11个班级(其中4个小班、3个中班、4个大班)的实地观察资料,结果发现教师应是道德从业者、教师应保障幼儿的权益、教师应确保行为正当这三方面是幼儿园教师所秉持的信念伦理;幼儿园教师责任伦理主要体现在对幼儿生命的关爱、情感的关怀、差异的关注这三大向度。研究也发现,幼儿园教师责任伦理实践偏重于对幼儿生命安全保护,相对轻视于对幼儿情感的关怀和个体差异的关注;幼儿园教师专业伦理形成受所秉持的专业信念、道德反思习惯、对职业认知和期望、个人生活史等教师自身内在因素的核心引领,以及与不同利益相关方互动交往、政府相关法规和幼儿园师德规范的规约、道德活动研修、师德评估等外部环境因素的逐步形塑。最后笔者建议合理支持农村、民办园、低等级幼儿园营造良好的伦理氛围建设;提高教师的待遇和保障,实现教师切身利益与幼儿园伦理氛围建设的统一;帮助提升幼儿园教师在专业生活中的伦理表现力;建立完善的职前和职后专业伦理教育制度,以促进幼儿园教师专业伦理向更高水平发展。 在专业伦理规范构建层面,笔者基于前面几章的研究结果,建议我国幼儿园教师专业伦理规范发展指向应注重一般伦理与专业伦理相结合、专业责任与专业权利相统一、政府组织与专业组织相协调;基本框架应包含核心价值观、专业责任与专业权利以及专业术语三部分内容,其中专业责任包括幼儿园教师对幼儿、对家庭、对自身专业发展、对同事、对社区和社会的伦理要求。更多还原

【Abstract】 Practicing professional ethics for preschool teachers is an important part of their professional development.Preschool teachers' professional belief ethics and responsibility ethics are the concrete embodiment of preschool teachers' professional ethics.The particularity of preschool children,the diversity of service and the complexity of preschool education require preschool teachers to have a higher level of professional ethics.However,the professional ethics standards for preschool teachers in China have not been formulated yet,and the phenomenon of " antiethical behavior " still exists.Preschool teachers are in urgent need of professional guidance of professional ethics.This study focuses on the professional ethics of preschool teachers,and takes the professional belief ethics and responsibility ethics of preschool teachers as the entry point,and starts from four aspects: analysis of professional ethics norms,case analysis,field research,and construction of professional ethics norms framework. At the level of professional ethics analysis,it includes two parts: the investigation of the development process of the professional ethics of teachers and the text analysis of relevant norms.When exploring Chinese and foreign preschool teachers' professional ethics development courses,the study found that the teachers' professional ethics is built upon the education of occupational activities created and produced in society,the historical evolution of the human morality and enrichment,influenced by social and cultural factors;thus,possessing historical inheritance and social culture.Based on the analysis of the existing ethical codes in China,the United States,New Zealand,The United Kingdom and Singapore,the study finds that the professional ethics of preschool teachers in each country have their own characteristics in the text framework structure,specific content and discourse representation.In the aspect of the value orientation of ethical norms,the relevant policy texts in China stresses the importance of teachers' morality,foreign countries attach importance to "responsibility norms" and "moral performance" of preschool teachers.In terms of discourse characteristics,the relevant policy texts in China prefers "concept guidance" and "hight expectation" and "responsibility target" language,while foreign countries prefer "behavior expression" and "bottom line awareness " and "responsibility norms of behavior" language.According to the research results,due to the lack of intervention and support from professional organizations,China's exploration of the particularity and professionalism of the professional ethics of kindergarten teachers is still in its early stage,and the good experience of foreign countries can help us learn and draw on the reasonable factors. At the level of case analysis,the author analyzed 64 cases of " anti-ethical behavior " among preschool teachers in the recent five years(2016-2020)and found that preschool teachers are the main perpetrators of harming children all over many provinces.The " anti-ethical " behavior of preschool teachers has diversity and hidden characteristics,and causes different degrees of harm to the physical and mental health of children and their family members.The " anti-ethical " behavior of preschool teachers also reflects their contempt for the dignity of children,disregard for children's rights and interests,their weak awareness of teaching according to law and the poor ethical atmosphere in some preschools.Based on this,the author puts forward the ethical stipulation of preschool education on teachers` roles: the demonstrator of teachers` virtue,the promoter of children`s physical and mental health development,the coordinator of various relationship conflicts,the defender of trust and cooperation between home and school and the constructor of unity and cooperation among colleagues. At the level of field research,it mainly includes quantitative research and qualitative research.In the part of quantitative research,the author used Spss23.0 and Amos23.0 data analysis software,Through project analysis,exploratory factor analysis,reliability and validity analysis,confirmatory factor analysis and other processes,the preschool ethical atmosphere questionnaire was revised,which finally included five factors: collective ethical awareness,collective empathy concern,concern about their own collective moral judgment,concern about others' collective moral judgment,and collective moral quality.Based on this,the researcher took 3690 preschool teachers in F province as the research object to investigate the teachers' perception of the ethical atmosphere in their preschools.The results show that the current ethical atmosphere in preschools has not reached an excellent level(M=4.087),and teachers are relatively poor in collective moral judgment.The ethical atmosphere level of rural preschools,private preschools and low-grade preschools is relatively low.Teachers' teaching experience and monthly salary have significant effects on teachers' perception of ethical climate in preschools,while teachers' educational background and major have no significant effects on teachers' perception of ethical climate.Preservice and post-service professional ethics education can optimize the overall ethical atmosphere of preschools by improving teachers' personal professional ethics accomplishment.In the qualitative research part,the author used Nvivo11 and grounded theory to analyze the semistructured interview data of 24 preschool teachers,2 principals,11 parents,and 22 children in J and F provinces,as well as the field observation data of 11 classes(including 4 junior classes,3middle classes,and 4 senior classes)in the two provinces.The results show that teachers should be moral practitioners,protect children's rights and interests,and ensure proper behavior.The responsibility ethics of preschool teachers are mainly reflected in the three dimensions of caring for children's life,emotional concern and concern for differences.The research also found that the practice of preschool teachers' responsibility ethics lays emphasis on the protection of children's life safety and relative ignore for the care of children's emotions and individual differences.Formation and development of the preschool teachers' professional ethics are influenced by factors such as a teacher`s moral reflection habits,upholding professional belief,career cognition and expectation,personal history,interaction with different stakeholders,supervised by relevant government regulations and the preschool teacher's ethics norms,moral training,and ethics evaluation of the external environment factors as joint action.Finally,the author suggests reasonable support for rural areas,private preschools and low-grade preschools to build a good ethical atmosphere.Support includes the need to improve better treatment and guarantee the unity of teachers' vital interests and the construction of preschool ethical atmosphere;help improve the ethical practice ability of preschool teachers in professional life;as well as establish a sound preservice and post-service professional ethics education system to promote the development of preschool teachers' professional ethics to a higher level. In terms of the construction of professional ethics norms,based on the research results of the previous chapters,the author suggests that the development direction of professional ethics norms for preschool teachers in China should focus on the combination of universal ethics and professional ethics,the unification of professional responsibility and professional rights,and the coordination between government organizations and professional organizations.The basic framework should contain three parts: core values,professional responsibilities and professional rights,and professional terms.Professional responsibilities include preschool teachers' ethical requirements for children,families,their own professional development,colleagues,communities and society.更多还原