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基础教育高质量发展下师德师风建设的生态转向与路径重塑

Ecological Turn and Pathway Reshaping of Teacher Ethics and Professional Conduct Development under High-Quality Development of Basic Education

Education Study / 2025,7(9): 945-950 / 2025-09-19 8 7

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• Authors: 梅苏婷
• Information:

  苏州科技大学，苏州

• Keywords:
  High-quality development of basic education; Teacher ethics and professional conduct; Ecosystem-based construction
  基础教育高质量发展; 师德师风; 生态化建设
• Abstract: Under the call for high-quality development in basic education, the traditional singular and administrative model of teacher ethics construction can no longer adequately respond to the complex challenges within the educational ecosystem, necessitating an urgent shift toward a systematic and ecological approach. Based on Bronfenbrenner’s bioecological theory of human development, this paper conceptualizes teacher ethics and professional conduct as a continuously evolving ecosystem rooted in the interactions among micro- (individual teachers), meso- (school institutions), and macro- (socio-cultural) systems. It emphasizes the importance of positive multi-level interactions to support the conscious development and professional practice of teachers as moral agents. This study identifies three major ecological challenges in current teacher ethics construction: at the micro level, due to unlimited responsibilities and lack of practical support, teachers are trapped in an alienating cycle of “passive compliance—moral coercion”; at the meso level, the instrumentalization of school management and the imbalance between “demands and rewards” in institutional design weaken the internal motivation for teacher ethics development; at the macro level, media trials compress the space for educational autonomy, sanctifying narratives reduce moral tolerance, and academic utilitarianism deconstructs the value and meaning of the teaching profession, all of which erode the cultural foundation of teacher ethics construction. To address these challenges, this paper proposes an ecological framework for reconstruction: at the micro level, promote a shift from “discipline” to “trust”, and rebuild teacher agency by fostering moral cognition, empowering professional development, and enhancing psychological resilience; at the meso level, construct a “developmental accountability” mechanism to form an institutional ecology characterized by a virtuous cycle of “demand—support—development”; at the macro level, implement cultural purification measures, including strengthening public opinion guidance on respecting teachers and valuing education, advancing rule-of-law-based governance of educational public opinion, and deepening the reform of academic evaluation to reduce utilitarianism, so as to reshape the socio-cultural environment conducive to the sustainable development of teacher ethics. Through multi-level, interactive, and supportive ecological restructuring, this framework provides value guidance and systematic support for fulfilling the fundamental mission of fostering virtue through education and promoting high-quality development in basic education. 在基础教育高质量发展的时代诉求下，传统单一化、行政化的师德建设模式难以应对复杂教育生态中的现实挑战，亟须向系统性的生态化模式转向。本文基于布朗芬布伦纳的人类发展生态学模型理论，将师德师风理解为植根于微观（教师个体）、中观（学校制度）和宏观（社会文化）系统互动的持续生成性生态系统，强调通过多层次因子的良性互构，支持教师道德主体的自觉发展与专业实践。研究发现，当前师德建设面临三重生态困境：在微观层面，教师因“无限责任”与现实支持缺失，陷入“被动迎合—道德绑架”的异化循环；在中观层面，学校管理的工具化倾向与制度中“要求—回报”机制失衡，削弱了师德的内生动力；在宏观层面，媒介审判压缩教育自主空间，“圣人化”叙事降低道德宽容度，学术功利主义解构职业价值意义，共同侵蚀着师德建设的文化根基。针对上述困境，本文提出生态化体系构建路径：在微观层面推动从“规训”到“信任”的转向，通过道德认知培育、专业赋权赋能与心理韧性提升重建教师主体性；在中观层面构建“发展性问责”机制，形成“要求—支持—发展”良性循环的制度生态；在宏观层面实施文化净化工程，加强尊师重教舆论引导、推进教育舆情法治化治理、深化学术评价去功利化改革，重塑师德可持续发展的社会文化土壤。该体系通过多层次、互构性、支持性的生态重构，为落实立德树人根本任务、推动基础教育高质量发展提供价值引领与系统支撑。
• DOI: https://doi.org/10.35534/es.0709179
• Cite: 梅苏婷．基础教育高质量发展下师德师风建设的生态转向与路径重塑［J］．教育研讨，2025，7（9）：945-950．