师范生教育伦理素养的培养问题研究
—以xx师范大学为研究对象
摘 要：当前，随着教师专业化的发展，教师职业道德必然要向教师专业道德发展，这从理论上对教师的教育伦理素养提出了更高的发展要求。同时，随着社会转型时期“功利化”、“世俗化”价值取向的滋生和蔓延，师范生教育伦理意识日趋淡薄、教师失范行为屡有发生。师范院校作为教师培养的“母机”，如何在职前教育中有效开展师范生教育伦理教育、培养师范生高尚的教育伦理素养，是当前教师教育发展面临的重要课题。
本研究以XX师范大学为对象，运用实证研究的方法揭示该校在师范生教育伦理素养及其培养中存在的问题，并深入探究问题产生的原因，提出了加强师范生教育伦理素养培养的建议。全文共分为五大部分:
第一部分，绪论。对教师伦理和教育伦理素养等核心概念的内涵进行界定，介绍本研究选题的缘由和意义，对国内外的己有研究成果进行述评，并设计自己的研究方案。
第二部分，运用问卷法和访谈法调查XX师范大学师范生教育伦理素养及其培养的现状与存在的问题。首先，从师范生的教育伦理认知、教育伦理情感、教育伦理意志和教育伦理行为四个方面考察师范生的教育伦理素养现状;其次，从培养目标、课程结构、教学过程和绩效评价四个方面阐述XX师范大学师范生教育伦理素养培养的现状。
第三部分，深入探究师范生教育伦理素养培养中存在问题的原因。主要包括:当代社会转型时期极端功利主义价值观念的影响，师德建设的薄弱和师范生的个人因素等。
第四部分，提出加强师范生教育伦理素养培养的措施。宏观方面:社会要加强制度建设、改善社会环境。中观方面:教育行政部门要加强教师职业道德建设。微观方面：学校要开设教育伦理课程，形成全面、深刻的伦理观念和情操；以教育实习或见习为平台，培养师范生伦理决策能力:提高教师的教育伦理素养，为师范生树立良好榜样。个体方面:师范生要加强教育伦理修养。
第五部分，结语。对全文进行总结，归纳出研究结论和存在问题。
希望通过本研究，对XX师范大学及其他同类师范院校师范生教育伦理素养的培养具有切实可行的指导作用。
关键词：师范生；教育伦理；教育伦理素养；培养
总 结：第一，关于师范生教育伦理素养的现状.首先，教育伦理认知方面:多数师范生能够具有较为正确的教育伦理认识，但多停留于经验的直觉判断，缺乏全面、系统和深刻的认识;多数师范生的教育伦理理想和信念较低。其次，教育伦理情感方面;多数师范生在对教育事业的追求、对学生的热爱、对工作的高度责任感和对教育伦理的感受方面都表现出较为积极的情感，尤其是对学生的热爱和对工作的高度责任感两方面最为突出。再次，教育伦理意志方面：有近一半的师范生教育伦理意志较强，有近一半师范生的教育伦理意志有时强有时弱或不知道，少数师范生的教育伦理意志薄弱。最后，教育伦理行为方面：多数师范生能够在教育实习或支教活动中比较恰当地处理与学生和同事的关系；但由于多种原因，在教育公正、因材施教、教育理性等方面的教育行为和教育伦理决策能力亟待提升。
第二，关于师范生教育伦理素养培养的现状.首先，培养目标:教育伦理要求不一、落实不利。其次，课程结构:学科课程方面，没有开设专门的教育伦理课程，其他学科中间接的教育伦理内容少而简；活动课程方面，入学教育、名师讲坛和竞赛活动效果较好，但教育实习或见习中没有设计具体的教育伦理实践方案和项目，师范生缺乏有效理论指导;隐性课程方面，当前该校教师的责任心、爱心和公正意识正在逐步下降，师生关系冷漠、恶化，教师的教育伦理素养亟待提升。再次，教学过程：以传统的“讲授法”为主，师范生主体性被“灌”灭。最后，质效评价，该校并没有制定专门的师范生教育伦理素养的评价标准和考核要求。
第三，关于师范生教育伦理素养培养存在问题的原因分析.首先，社会转型时期极端功利主义价值观念的影响使得社会道德生活和学校道德教育“失范”，利益、效率、自由和财富成为这个时代的主题词;其次，师德规范制度和师德保障制度等师德建设的薄弱;最后，师范生个人资质、经验和个人主观能动性等自身因素的影响。
第四，关于加强师范生教育伦理素养培养的措施.首先，宏观方面:社会要加强制度建设、改善社会环境。其次，中观方面:教育行政部门要加强教师职业道德建设。再次，微观方面:学校要开设教育伦理课程，形成全面、深刻的伦理观念和情操;以教育实习或见习为平台，培养师范生伦理决策能力;提高教师的教育伦理素养，为师范生树立良好榜样。最后，个体方面:师范生要加强教育伦理修养。
Abstract: At present, with the development of teachers' specialization, teachers' vocational morality is bound to develop towards teachers' professional morality; which theoretically puts forward higher development request to teachers' education ethic quality. At the same time, along with the growth and spread of value orientation of "utilitarian" and ``secular" in the social transformation period. Normal students' education ethic consciousness is increasingly weak, and teachers' inappropriate behaviors often occur. Normal colleges and universities as teachers-training "Plant'". How to effectively launch normal students' education ethic education and cultivate normal students' noble education ethic quality in the before-career education, are important issues current teachers education development faces.
The research uses XX Normal University as the object, and the use of empirical method reveals the problems existing in the normal students' education ethic quality and its training., and further explores the reasons; and finally puts forward suggestions about strengthening normal students" training of education ethic quality. Full text is divided into five parts:
The first part, the introduction. Defining the core concepts implications of "teachers' ethic". "Education ethic" and so on, introducing reasons and significances of selecting this topic, stating and reviewing almost all the research results at home and abroad, and designing my own research plan.
The second part, using the questionnaire and interviews to survey the current situation and problems in normal students' education ethic quality and its training in xx Normal University .First of all, reviewing the present situation of education ethic quality of normal students from the normal students' education ethic awareness; emotion, will and behaviors. What's more. Expounding the training status quo of education ethic quality of normal students from the training objectives, the course structure, the teaching process and the effect evaluation.
The third part, further exploring reasons of the problems existing in training of education ethic quality of normal students. It mainly includes: the impact of the value concept of extreme utilitarianism in contemporary social transformation period, the weakness of the construction of teachers professional morality, and normal students' personal factors and so on.
The fourth part, putting forward suggestions about strengthening the training of education ethic quality of normal students. The macroscopic social environment aspect: strengthening the system construction so as to improve the social environment. The medium education administration aspect: strengthening teachers' professional ethic construction. The microscopic university aspect: opening the education ethic course in order to form the comprehensive and profound ethical concepts and sentiments; training the ethical decision-making skills of normal students through education practice or probation; improving teachers' education ethic quality so as to set a good example for normal students. The individual normal students aspect: strengthening self-discipline of education ethic.
The fifth part, epilogue. Summarizing the full text, and generalizing the research conclusion and limitations and deficiencies.
Hoping that this research can have practical guidance function in the training of education ethic quality of normal students to XX Normal University and other similar normal colleges and universities.
Key words: normal students; education ethic; education ethic quality; training
（邵琪 西南大学硕士研究生学位论文）