幼兒園教師職業道德現狀的觀察與思考——以幼兒園虐童案為例

目          錄

引言·····················································3

國內教師職業道德的現狀的觀察與研究分析···················3

教師職業道德的觀察與了解·····························3

對于教師職業道德問題的具體原因分析···················3

目前國內教師職業道德的缺失及影響························4

教師職業道德的缺失···································4

教師職業道德缺失的影響（幼兒園虐兒行為的影響）········5

建議與想法，我們應該這樣做·······························5

學會尊重學生，熱愛學生································5

努力提高自身專業素質··································5

結語·····················································6

參考文獻························································6

引言

1993年10月31日頒布的《中華人民共和國教師法》對“教師”這一概念的定義是：“教師是履行教育職責的專業人士，承擔教書育人、培養社會主義事業建設者和接班人，提高民族素質的使命。”這樣的身份定義據定了國家和社會對教師的職業道德的高要求。由其是對于青少年學生而言，他們的人生觀、價值觀、道德觀都并未成熟，且他們都有著強烈的求知欲和模仿性。在他們的教育過程和成長經歷中，一位具有高尚師德的老師，有著舉足輕重的地位。