美国高校面向职前教师培养的专业伦理课程：发展历程、目标定位与实践路径

Professional Ethics Courses for Pre-service Teachers in American Universities:Developing History, Objective Orientations and Practice Paths

摘要:

教师专业伦理是对教学所蕴含的价值理性与社会责任的澄清，也是对教学所承载的关系的界明，其在师德建设与教师专业发展中均扮演着重要的角色。20世纪80年代至今，美国高校教师教育项目中专业伦理课程的发展经历了萌芽期、拓展期和成熟期三个阶段。专业伦理课程目标主要聚焦于三大维度：精神之维，致力于教学伦理属性的澄明；知识之维，旨在提升职前教师的教学伦理理论品位；实践之维，旨在激发职前教师伦理自主的活力。在此基础上，探索出理论与实践互动、职前教师的持续反思以及批判性学习等卓有成效的课程实践路径。美国高校教师教育项目在独立式专业伦理课程的建设中积累了丰富的经验，对我国教师教育的课程改革具有如下借鉴意义：厘清课程现状，凸显专业伦理课程的重要地位；拓宽教学场域，促进理论知识与实践知识的融合转化；开展平等对话，提升职前教师的专业伦理自主权。

Abstract:

Teacher professional ethics is the clarification of the value rationality and social responsibility contained in teaching, and also the definition of the relationship reflected in teaching, which plays an important role in the construction of teacher morality and teacher professional development. Since the 1980s, the development of professional ethics courses for pre-service teachers in American universities has experienced three stages from starting-up to expansion and to maturity. The objectives of professional ethics curriculum focus on three dimensions: the dimension of spirit is devoted to the clarity of the ethical nature of teaching; the dimension of knowledge enhances the taste of teaching ethics theory of pre-service teachers; the dimension of practice stimulates the vitality of pre-service teachers' ethical autonomy. To achieve these objectives, effective curriculum implementation paths, such as the interaction between theory and practice, continuous reflection of pre-service teachers and critical learning are explored. Teacher education projects in American universities have accumulated rich practical experience in the construction of independent professional ethics curriculum, which can provide useful references for the reform of teacher education curriculum in China as follows: clarifying the current situation of the curriculum and highlighting the importance of the professional ethics course; broadening the teaching field and promoting the integration and transformation of theoretical knowledge and practical knowledge; engaging in equal dialogue to enhance the autonomy of professional ethics of pre-service teachers.