论中国中小学教师的伦理责任
摘 要:“师者，所以传道授业解惑也”这是我国传统社会对教师作用的定位。随着知识经济时代的到来，人们的教育观念不断更新，世界各国纷纷进行基础教育改革，以适应日新月异的社会现实。在中小学教育实践中，中小学生的自主意识、独立意识等不断增强，热衷于模仿成人社会中的个性化行为，这些对教育教学实践提出新的挑战。我国素质教育的全面推广，对传统教育模式也提出新的要求。怎样认识和处理新时期基础教育问题，让中小学教师能够担负起应有的伦理责任，对于新形势下的教书育人工作，具有重要的理论意义和实践价值。
伦理责任作为重要的道德范畴之一，对于维持社会秩序，提升个体德行，解决职业选择中的困惑具有重要价值。中小学教育属于基础教育阶段，中小学生正处在世界观、人生观和价值观的萌芽和形成期。作为教师应当严格履行教师伦理责任，努力避免教育教学中责任缺失现象的发生，保证青少年身心的健康成长。基于此目的，本文力图对中小学教师伦理责任确立的理论依据、现实需要及其主要内容、社会价值及实现途径等问题进行探讨。
本文的第一部分主要论述了中小学教师伦理责任的内涵和特点。中小学教师的伦理责任是指中小学教师作为以传递文化科学知识、培养人的素质为职业的专业人员，基于教育教学过程中的客观利益关系，依据一定的标准，对自身行为后果所应承担的道德责任。其特点主要表现在两个方面:中小学教师伦理责任是履行责任与追究责任的统一，是外在约束与自由自觉的结合。
本文的第二部分论述自由和必然与伦理责任、教师良心与伦理责任、教师幸福与伦理责任的关系，旨在为中小学教师伦理责任的确立提供理论依据。中小学教师的伦理责任，乃是现实社会伦理责任在基础教育阶段的特殊表现。要确立其伦理责任，必须从人类道德理性中寻求内在依据。
本文的第三部分论述确立中小学教师伦理责任的迫切性。论文依据我国目前现实生活中伦理缺失的大量材料，将理论分析与实证说明相结合，剖析基础教育中伦理责任缺失的危害和后果，明确确立教师伦理责任对于教学、教师、学生等诸多方面的积极意义。
本文的第四部分论述了中小学教师伦理责任的主要内容。结合我国实施素质教育的具体要求，客观分析目前中小学教师的职业特点，考虑到中小学教育的未来发展趋势.认为中小学教师伦理责任的内容主要有:维护公正、力求创新、重视反思、终身学习。这四项内容应当是中小学教师伦理责任的基本要求。
本文最后论述中小学教师伦理责任的实现途径，认为应该批判地借鉴中外伦理思想精华。中国传统道德中的“泛爱众”思想以及“‘忠”、“恕”的行事思想，对确立中小学教师伦理责任具有重要的参考价值。西方责任伦理学的“对人类生存整体负责”和忧那思的“忧惧启示法”等思想，也为中小学教师伦理责任的实现提供了可资借鉴的方法。中小学教师伦理责任的确立及实现，还需要完善教师管理制度和教师评价制度以及教育相关法律法规，需要社会舆论的外在约束和广大中小学教师的道德自律。开展教师职业道德实践，增强教师的伦理责任意识，实现伦理责任外在约束和内在自觉的统一，最终使中小学教师的伦理责任得到确立和实现。
关键词：中小学教师；伦理责任；教师良心
总 结：随着知识经济的快速发展，社会对人才的需求更加专业化和多样化，作为学校人才培养基础的中小学教育，因为其培养对象正处在人生观、价值观形成的关键时期，青少年各方面的素质和能力如何，将直接关系到社会的可持续发展和整个民族的未来。怎样为培养全面发展的社会主义合格人才打下坚实基础，中小学教师起着至关重要的作用。但是，由于职业压力和生活压力很大，再加上学生管理工作日益复杂、教育体制急需完善以及市场经济的负面影响等因素，部分中小学教师中出现了职业倦怠，责任意识淡漠。这种现象的存在既不利于建立平等、民主、和谐的师生关系，也不利于基础教育的发展，因此，中小学教师伦理责任的确立成为一种必然。中小学教师伦理责任的确立，既需要完善教师教育、管理和教师评价等外在机制，也需要提高教师自身的自律意识、
要全社会的广泛关注和重视。中小学教师伦理责任意识的成长，责任意识，教师还需关系到我国两亿多青少年的身心健康发展，关系到能否培养出促进社会可持续发展的合格人才，更关系到社会主义事业的前途和命运。
Abstract: An old Chinese saying goes as "teachers are supposed to impart knowledge, give instructions and help settle puzzles." With the arrival of knowledge economy and updated educational concepts, nations all over the world come to reform fundamental education so as to adapt to the ever changing society. In the practice of primary and secondary education, both the increase in individualism and rebelling of the students and enthusiastic imitation of personal styles and behaviors offer new challenges for current teaching. Carrying out all-round education requires traditional educational models to be reformed. It is extremely important for the teachers in primary and secondary schools to take on corresponding ethical responsibilities to carry on fundamental education in the new era, which is of equal importance and values theoretically and practically.
Ethical responsibilities, one of the most important moralities and conformity, are of important social values to keep social orders, enhance individual's virtues and settle occupational puzzles. Primary and secondary schoolings are important stages for a person to form outlooks to the world, to the life and to form values. Teachers' good performance in taking on article responsibilities may avoid some unmoral accidents to help develop the youngsters' growth. In this case the paper makes an attempt to probe into the issues such as theoretical grounds, real life demands and rubrics as well as social values and ways for teacher's ethical responsibilities.
The first section of this paper discusses the connotations and characteristics of ethical responsibilities on the staff in primary and secondary schools by means of combining the mediocre principles of ethical responsibilities and characteristics of the staff in primary secondary schools, and clarifies the teachers' ethical responsibilities, which are to impart cultural and scientific knowledge, train people into qualified professionals and be responsible for the corresponding consequences in the teaching and educating, which must be in accordance with the interest-based objective relationships in the educational process. It deserves the features of extensiveness and practicability.
The ethics of primary and secondary education, as special manifestations of real world social ethical responsibilities needs supporting grounds in human moralities and ethics. The second section of the paper touches upon the relationships between freedom and necessity, morality and conscience, virtues and happiness and ethical responsibilities with the purpose of providing grounds for building the ethical responsibilities for the staff in primary and secondary schools.
The third part goes deeper in defining the social necessity of building the ethical responsibilities of the staff in primary and secondary schools. Basing on the existing unmoral practices, the paper studies the dangers and consequences causing from the amoralities in fundamental educational process by way of combining theories and practices and at the same time makes an explicit demonstration of the positive significances for teaching, teachers and students.
The ethical responsibilities for the staff in primary and secondary school are not randomly built but comply with ways and Contents. Considering the national all-round education, the fourth section sets up the four Contents to be obeyed by the staff in primary and secondary schools Support fair, try hard for the innovation and value to introspect and study the whole life, which are the guiding Contents for building up the ethical responsibilities of the teachers in primary and secondary schools.
The last section expounds how to carry out the ethical responsibilities for the teachers in primary and secondary schools. It is important to adopt the essence in Chinese and international ethics in a critical way. The ideas such as "spreading love to the public", ``loyalty" and ``pardoning" in Chinese ethics are of much useful reference to set up the ethical responsibilities for the teachers in primary and secondary schools. The thoughts such as ``be responsible for the whole world" in duty ethics and Jonas's '`worrying revelation" offers some suggestions to perform the ethical responsibilities of the teachers in primary and secondary schools. Smooth building and performing of the ethics on the staff of primary and secondary schools also requires external restraints such as corresponding regulations, laws and public opinions. Besides these external supervisions it needs the growing moral sense of self discipline of the teachers themselves. What is more, it is required to organize some practical ethical activities, enhance the teachers' ethical sense and conscience. In doing so it is to realize the unification of external constraints and internal conscience and eventually to set up and carry out the ethical responsibilities of the teachers in primary and secondary schools.
Key words: teachers in primary and secondary schools; ethical responsibilities; Teacher's conscience
（崔建华 河北师范大学硕士研究生学位论文）