Introduction 1
I. Emergence and development of teachers ' ethics1
The significance of professional ethics building for socialist teachers2
Iii. Content of the professional ethics of socialist teachers and the institutional structure of the book
Chapter i social values and labour characteristics of the teaching profession
Section i social values of the teaching profession8
Social values of the teaching profession 8
Ii. Specific manifestations of the professional social value of teachers 10
Section ii. Nature and characteristics of teachers ' labour 18
Basic nature of teachers' work 18
Ii. Specific characteristics of teachers ' work 19
Chapter 2 teachers must have a high moral character
Section i. Ethics and professional ethics
Section i ethics and professional ethics
I. What is ethics 29
Ii. Characteristics and requirements of socialist ethics
Basic requirements of socialist professional ethics
Section ii characteristics and role of teaching ethics
I. Characteristics of teacher ethics
The role of ethics in teaching
Section iii. People's teachers must be of high moral character
I. Qualifications of teachers
The noble teacher is a teacher's educational work requirement
Iii. Strengthening teachers is a teacher's quest for truth, kindness and beauty
Chapter iii teaches the teaching profession and gives its life to the cause of education
The strategic position of the first section of education in the construction of socialism
Education as a strategic focus of our economic development
Education as the foundation of socialist spiritual civilization
Section ii teaches teachers, and dedicated education is a fundamental principle of teacher ethics
I. Educating and teaching, dedicated education is at the heart of teachers ' ethics
Ii. Teaching the bookstores, dedicated education is a concrete manifestation of the patriotism, the parti, and the socialism of teachers
Section 3 is dedicated to the cause of people's education
I. Strengthening the career and honour of teachers
Development of dedication and entrepreneurship
Iii. Educating and developing new and qualified personnel
Chapter 4 works hard to learn, explore patterns, be brave to change and innovate
Section one loves truth, works hard to learn, is a man with real talent
I. Teachers should be disciplined
Ii. Creating a sound intellectual structure to achieve excellence
Section ii explores patterns, advances and continues to improve education and art. 83
I. Education as a science with special objective principles
Ii. Learning and exploring educational patterns in practice
Iii. Towards scientific and artistic unity
Section iii seeks to become a catalyst for educational reform
I. Position and role of teachers in education reform
Ii. Properly understanding the current state of education and increasing awareness of reform
Iii. Active engagement and efforts to become agents of educational reform
Chapter 5 ethical requirements in teacher-student relations
Section i teacher-student relations are the most basic relationships in the education process
General characteristics of teacher-student relations
The importance of regulating teacher-student relations in the educational process
Iii. Contradictions between teachers and students and their analysis
Section ii. Ethical requirements in teacher-student relations
I. Building a proper student perspective for modern education 106
Ii. Understanding, respecting and treating students equally
Iii. Giving selfless love to students 112
Iv. Strict and scientific requirements for students 115
V. Proactive and conscious learning
Chapter vi. Ethical requirements of teachers in other relationships 120
Section i. Ethical requirements in teacher-teacher relations 120
I. Meaning of managing the relationship between teachers
Ii. Analysis of discrepancies between teachers
Iii. Ethical requirements for dealing with the relationship between teachers and teachers
Section ii. Ethical requirements in the relationship between teachers and school leaders 129
I. Meaning of managing the relationship between teachers and school leaders 129
Analysis of discrepancies between teachers and school leaders
Iii. Ethical requirements for relations between teachers and school leaders
Section iii. Ethical requirements in teacher-student parent relations
I. Meaning of managing the relationship between teachers and the parents of students
Analysis of discrepancies between teachers and parents
Iii. Ethical requirements for dealing with the relationship between teachers and students ' parents 139
Section iv. Ethical requirements for teachers to interact with society 141
I. Inevitability of teachers ' interaction with society
Ii. The importance of teachers in dealing with good people in social relations
Iii. Basic requirements for good relations between teachers and society
Chapter 7 teacher's personality mental qualities 146
Section i. Personal and psychological qualities of teachers and their role 146
I. Personality and personality mental quality
Ii. General characteristics of the mental qualities of the teacher's personality
Iii. The role of the mental qualities of the teachers
Section ii. Personal and psychological qualities required of teachers 154
I. High moral character 154
Ii. Broad interest
Iii. Quality of humility 157
Strong will
V. Peaceful and happy situations 160
Vi. Health hundry emotion
Vii. A lively personality 165
Chapter 8 teachers ' language, signs and discipline 167
Section i. Teacher discipline and its role 167
I. Content and characteristics of the teacher's discipline
Ii. The role of teachers in the conduct of their statements
Section ii teachers ' language 171
I. Normativeity of languages 172
Language accuracy 173
Iii. Violence of language 175
Iv. Strengthening of languages 176
Section three, teacher style 177
I. Plain and clean, 178
Ii. Steady behaviour 180
Iii. Attitude and high regard 181
Section iv. The legal culture of teachers 183
I. Voluntary observance of socialist discipline 183
Ii. Model compliance with socialist law 185
Chapter ix. The practice of teaching ethics 189
Analysis of contradictions in the ethical practice of teachers in section i 189
I. Contradictions between individual ethical conduct and social moral evaluation 190
Ii. Contradiction between subjective motives and objective effects 192
Section ii adheres to standards of practice and resists false public opinion 193
I. Objective criteria for evaluating teachers ' ethics are practice 194
Perceptions of teachers' ethics in real life 196
Iii. Resisting false public opinion by the right standards 198
Section iii seeks harmonization of motivations and effects in practice 201
I. A dialectic of motivations and effects 201
Correct management of the mid-point from motivation to effect 203
The fundamental question in the fourth section is to increase teachers' own sense of responsibility
I. Reciprocal ethics of teachers 208
The importance of teachers' ethics 209
Iii. People's teachers should consciously develop a high moral sense of responsibility 210
Chapter 10: teacher moral self-care 211
The first section of teacher ethics is self-education 211
I. The development of teacher and moral skills is one of the basic strengths of teachers 211
Ii. Complexity and difficulty in the moral upbringing of teachers 213
Iii. Increasing the self-consciousness of teachers ' moral upbringing 218
Section ii. Ways and means of moral rehabilitation of teachers 220
I. Increased awareness of teachers and development of the power of maintenance 220
Ii. Studying the theory carefully and clarifying the orientation of care and maintenance 222
Iii. Working in educational practice, building emotional experience 224
Iv. Bocce's ancient master, trying to produce a new 226
Five, constant self-inspiration, sharpening fortitude 238
Rear 231
