| 李泉，刘梦圆.基于扎根理论的学前教育专业学生师德认知特点研究[J].陕西学前师范学院学报,2023,39(3):110-117 |
| 基于扎根理论的学前教育专业学生师德认知特点研究 |
| Research on Cognitive Characteristics of Teacher Ethics among Preschool Education Major Students Based on Grounded Theory |
| 投稿时间：2022-12-11 修订日期：2022-12-17 |
| DOI：10. 11995/j. issn. 2095-770X. 2023. 03. 014 |
| 中文关键词: 师德认知 扎根理论 认知偏向 师德培养 |
| 英文关键词: teacher ethics perception grounded theory cognitive bias teacher ethics development |
| 基金项目:全国教育科学“十三五”规划教育部青年课题（EEA180478） |
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| 中文摘要: |
| 学前教育专业学生的合理师德认知既是学生个人师德修养提升的基础，也是院校落实立德树人，对学生进行师德培养的关键内容。为深入了解学前教育专业学生师德认知的特点，借鉴扎根理论方法的研究过程，采用深度访谈法，对河北省和山东省5所培养院校中12名学前教育专业学生进行了访谈调查，并利用NVivo 12.0软件对访谈文本进行了编码分析。结果表明，学生专业发展动机对师德认知具有重要影响，学生师德认知内容存在极化偏向，学生师德认知过程存在分离偏向。依据道德认知—发展理论，提出了激发学生个体师德认知的自主性，改革高校场域内师德培养的内容和方式，完善实践场域的师德交流和指导等教育建议。 |
| 英文摘要: |
| Reasonable teacher ethics cognition of preschool education students is both the basis for students’ personal teacher ethics improvement and a key element for colleges to implement moral education and teacher ethics training for students.To gain an in-depth understanding of the characteristics of preschool students’ perceptions of teacher ethics, this study drew on the research process of the grounded theory approach and used the in-depth interview method to conduct an interview survey with 12 preschool students in five institutions in Hebei and Shandong provinces. Then, the interview texts were coded and analyzed via NVivo 12.0 software. The results showed that students’ motivation for professional development had an important influence on students’ teacher ethics cognition. Besides, there was a polarization bias in the content of students’ teacher ethics cognition and there was a separation bias in the process of students’ teacher ethics cognition. Based on moral cognition-development theory, this study proposes educational suggestions such as stimulating the autonomy of students’ individual teacher ethics cognition, reforming the content and methods of teacher ethics training in the college field, and improving the communication and guidance of teacher ethics in the practice field. |
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