【摘要】 选取欧、美、亚、澳地区的代表性国家,较为系统地考察了其教师职业行为规范建设情况。总体看来,国外教师职业行为规范基本包含师德理想、师德原则、师德规则三个层面,主要围绕教师与学生、教师与家长、教师与同事、教师与雇主等方面关系界定;各国师德行为规范条文相对具体、可操作性强;在师德规范培养上,普遍注重实践中的养成教育。但不同国家的教师行为规范在制订主体、功能定位上存在明显差异。以此为参照,我国的教师职业行为规范教育必须继续坚持社会本位;应适当加强师德规则教育,强化教师的行为底线意识;在师德教育方法上,应进一步注重多样化和实践性,应该把师德教育贯穿教师职业生涯发展的始终。更多还原

【Abstract】 By investigating professional conduct codes for teachers in ten representative countries in North America,Europe,Asia,and Australia,this paper finds that the codes are mainly constituted by commissions,principles and rules,mainly involving in teachers’ commitments to students,parents,colleagues,and employers.This paper also reveals that most of the codes are defined in specific terms,and may serve as a feasible guidance for implementation and that learning-bydoing method is commonly adopted in cultivating teachers’ professional ethics.However,the codes of different countries vary in terms of the makers and functional orientations.Based on the comparative analysis,it is suggested that China’s professional conduct code training for teachers should take society as orientation and emphasize the baseline of professional conducts and that the training should be implemented through the whole professional career of teachers in a diversified and practical way.更多还原