作　　者： ; (高义吉）;

机构地区： 山东师范大学教育学院

出　　处： 《教育科学》 2016年第3期37-44,共8页

摘　　要： 道德认同是教师专业认同的核心向度,也是影响教师专业实践和教师专业道德建构的内在要素。从品格视角看,道德认同是道德与教师自我的融合;从社会认知视角看,道德认同是教师的道德图式。教师的道德认同在经验的理解与叙事中被建构。教师道德认同的叙事建构可从如下三方面展开:叙事形式上,呈现何种故事主线;叙事方向上,利用何种叙事资源;叙事路径上,运用何种反思方式。 As the key dimension of professional identity,moral identity acts on teacher professional practice and the construction of teacher professional morality from within.From the character perspective,moral identity means the unity of morality and self.From the social cognitive perspective,moral identity refers to teachers＇ moral schemas.Teacher moral identity is constructed through narrating important past events.Teachers can construct their moral identity narratively by considering employing which narrative forms to emplot the events,using what kind of narrative resources and resorting to what kind of reflective strategies.

关 键 词： 教师 道德认同 叙事建构

领　　域： [文化科学—教育学] [文化科学—教育技术学]