教师应对教学道德冲突的策略及其实证研究

摘要

Increasingly diversified values in social transtormation and numerous demands arising trom curriculum reform have profound effects on teachers＇ work in Chinese mainland. When confronting and dealing with moral conflicts, teachers often find that their strategies for resolving these conflicts are inadequate. This study aims to explore the ways that Chinese teachers cope with the moral conflicts in their teaching through the ＂Ethos Model＂. Through field research and analysis of field data, we found teachers tended to adapt the strategy of avoidance rather than using the strategy of discourse. Our findings suggest that teacher education programs should aim to strengthen problem- solving skills of teachers through conceptual change and capacity enhancement.%社会转型带来的价值多元和课程改革的不断推进，使得教师工作中道德冲突频发并日益激化。而教师却又普遍缺少解决此类争端的有效办法。借由“道德信念模型”，对中国教师解决道德冲突的策略进行质性研究，发现教师倾向于采取“规避”而非“商谈”的方式。我们应从转变观念和提高能力两个方面改进现有的教师教育和教师培训的内容与方式，以帮助教师解决实践中的难题。