【摘要】 近十年来，美国、英国、法国、德国、加拿大这些国家的师德建设在整体上呈现出统一化、细节化、师能化、一体化、情境化五个特征。我国的师德建设和师德教育可以从中得到如下启示：在师德政策上，要注意加强师德规范的动态建设；在师德教育上，要在师范教育、教育实习和在职教育三个阶段建立起一体化的师德教育体系；在“师能”与“师德”关系上，要重视“师能”对“师德”的促进作用。更多还原

【Abstract】 Teacher morality, professional morality that educators should abide by, holds significant importance in guiding teachers’ professional conduct, achieving educational objective, enhancing teaching quality, and reinforcing public trust in teachers. Over the past decade, major Western countries have adopted new measures in teacher morality education to adapt to new educational landscape. In 2015, the United States formulated Model Code of Teacher Ethics, emphasizing teachers’ capability to apply ethical norms in real-life situations. The United Kingdom strengthened teacher professional norm construction by revising teacher standards and related policies. France placed emphasis on teacher education quality and teacher professional ethics education. Germany focused on revising teacher competency standards and improved teacher training to elevate professional levels. In Canada, various provinces strengthened teacher professional norm construction by revising educational regulations and teacher professional standards.Teacher professional norms construction in these countries exhibits five trends: unitization in formulating teacher morality regulations, detailization in the content of teacher morality norm, capability-oriented approach in teacher morality education objective, trinitized establishment of teacher morality education system, and contextualization in teacher morality education.These initiatives provide valuable insights for teacher morality education in China. First, in terms of policies, it is essential to strengthen the dynamic construction of teacher morality norms and revise and improve them based on actual circumstances. Second, in terms of teacher morality education, it is necessary to establish comprehensive system at the stages of normal education, educational internship, and in-service education, to ensure the continuity of teacher morality education throughout the entire process. Third, in terms of the relationship between teacher capability and teacher morality, it is important to promote teacher morality with teacher capability and improve teachers’ problem-solving capability to help them adhere to morality norms. Fourth, it is useful to strengthen the education of teacher morality decision-making and behavior by considering specific dilemmas that teachers may encounter in their profession.更多还原