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Study on the Classroom Teaching Morality of the Teachers in Middle School

Author: LiLi
Tutor: ZhangXiangLan
School: Lu Tung University
Course: Principles of Education
Keywords: middle school teachers teaching morality teachers’ classroom teachingmorality
CLC: G632.4
Type: Master's thesis
Year: 2014
Downloads: 30
Quote: 0
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Abstract


This paper mainly study on the classroom teaching morality of the teachers in middleschool. The problem of teachers’ morality has been one of the key issues of education reform,and the study of teachers’ classroom teaching morality has more realistic significance.Classroom teaching is the main form for teachers’ education. Teachers’ classroomteaching has moral significance. Their words and deeds have a profound moral influence onthe students. Teachers should comply with the requirements of teaching morality, and theymust perform classroom teaching in moral ways. Because the middle school period is the keyperiod for students to form their outlook on life and values, teachers should give studentsmore care and guidance. But at present the middle school teachers’ teaching morality hasanomie phenomenon in common. Whether teachers ignore or neglect teaching morality, theywill both cause the distortion of the teaching significance, and hinder the overall and healthydevelopment of students. So we have an urgent need for the study of teachers’ classroomteaching morality. The purpose of this paper is to enlighten the teachers reexamine theirteaching from the perspective of moral, and try to awaken their consciousness of teachingmorality. Only the teachers constraint and regulate their own teaching behavior with moralstandards, they will build the real moral class.This paper adopts the methods of literature research and questionnaire survey. It firstelaborates that teachers’ classroom teaching has moral significance and they need to performteaching in moral way. Then it reviews the relevant literature achievements as the theoryreference of this study. On the basis of theory of teaching morality and teaching law, itanalyzes the connotation of teachers’ classroom teaching morality in teaching processdimensions. The connotation includes “teachers respect students”“the education value ofteaching contents”“teaching way of democracy”. And the analysis of the connotation is thestandpoint of this paper. It first designs the questionnaire with the dimension of theconnotation’s three aspects, then to explore the current situation and find out existingproblems.The problems includes “teachers lack of teaching morality consciousness”“teachersserious authority consciousness”“teachers lack of professional knowledge”. Then it analyzesthe reasons from the aspects of culture, institution and individual teacher. At last it putforward the measures of enhancing middle school teachers’ classroom teaching morality, including “improve the middle school teachers’ teaching morality standards”“createharmonious school teaching moral atmosphere”“strengthen teachers’ training andmanagement work of school”“improve the middle school teachers’ moral accomplishment”.This paper is mainly divided into four parts. The first part is the introduction, includingthe question proposed, the research purpose and significance of the research, relevantliterature review,research ideas and methods. The second part is the theory analysis of themiddle school teachers’ teaching morality. In this part it first defines the related concepts, thenon the basis of theory of teaching morality and teaching law, it analyzes the connotation ofteachers’ classroom teaching morality in teaching process dimensions. The third part is theanalysis of current situation and problems of middle school teachers’ teaching morality. Thefourth part is on the basis of the analysis of theory and problems, then to put forward themeasures of enhancing middle school teachers’ classroom teaching morality.

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CLC: > Culture, science,education, sports > Education > Secondary education > Teaching theories,teaching methods > Teaching methods and teaching organizations
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