Teacher ethics

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