师范生职业道德感现状及影响因素研究
Research on the Current Situation and Influencing Factors of Professional Ethics of Normal School Students

本研究关注地方本科高校师范类学生这一群体，以职业道德感为主题，判断师范生职业道德感的基本水平，澄清影响因素，为职业道德培养提供可靠的实证性依据。研究围绕教师职业道德评价体系的构建与师范生职业道德感群体特质展开系统性探究，采用混合方法框架，运用分层抽样技术获取多维度数据。通过研究发现：师范生对良好师德行为的判定要优于对不良行为结果的判定；师范对职业道德故事中道德行为的判断要优于应然理性价值的判断。研究进一步探究了影响师范生职业道德感形成的可能因素，认为接受过系统的师德课程学习的师范生的职业道德感更高，而教育见习与实习的实践性教学经历并没有对其职业道德形成产生显著影响。最后，在调查结果基础上，提出师范教育课程体系的结构性优化，教师发展支持系统的制度性建构，职业道德的差异化培养路径，教育伦理生态系统的协同共建是系统提升师生职业道德感的可行路径。
This study focuses on the group of normal students in local undergraduate universities, with professional ethics as the theme. It aims to assess the basic level of professional ethics among normal students, clarify the influencing factors, and provide a reliable empirical basis for the cultivation of professional ethics. The research systematically explores the construction of a teacher professional ethics evaluation system and the group characteristics of normal students’ professional ethics, using a mixed-methods framework and employing stratified sampling techniques to obtain multidimensional data. The study finds that normal students are better at judging good moral behaviors than they are at judging the consequences of bad behaviors. They also perform better in judging moral behaviors in professional ethics stories than in judging the rational values that should be upheld. The research further investigates the potential factors influencing the formation of normal students’ professional ethics and concludes that those who have received systematic professional ethics courses have a higher level of professional ethics. However, practical teaching experiences such as educational observations and internships do not significantly affect the formation of their professional ethics. Finally, based on the research findings, the study proposes that the structural optimization of the normal education curriculum, the institutional construction of teacher development support systems, the differentiated cultivation paths for professional ethics, and the collaborative development of an educational ethics ecosystem are feasible approaches to systematically enhance the professional ethics of both teachers and students.