Study On Primary School Teachers’Professional Ethics Construction And Countermeasures

China has a tradition of respecting teachers and valuing education. the teacher is seen askind of occupation with high starting point, high standards and high realm. With theadvancement of professionalism, teachers professional development gradually replacesprofessional ethics to be the mainstream and trends of teachers specialization. Teachers’professional ethics, as an important part of teachers’ specialization development, guidesthose who are engaged in education and acts as a set of ethical standards to be followed. It’scomposed of teachers’ professional ideals, professional responsibility, professionalism andprofessional attitude. Therefore, teacher specialization ethics is a complex and importantsubject. Teachers professional ethics level, to some extent,determines students cultivationlevel. Elementary school students, in an important stage of physical and mental developmentas well as character shaping, can be subtly affected by teachers’ speech and behaviour.Undoubtedly, higher expectations and requirements will be placed on teachers’ professionalethics building. This paper summarizes the current status of primary school teachers’professional ethics building status on the basis of practice survey to have a depth analysis ofits root cause of existence. Eventually come up with reasonable proposals for primary schoolteachers’ professional ethics construction.This paper consist of five parts. The first part aims at introducing study background ofprimary school teachers’ professional ethics construction as well as research status andresearch method of teachers’ professional ethics both at home and abroad. Then summarizethe theoretical and practical significance of this research based on comparison betweenChinese and foreign research fruits, and state research method and ideas.The second part discusses the theoretical basis for the construction of primary schoolteachers’ professional ethics. It includes the definition of ethics, morality, professional ethicsof teachers and teachers ’professional ethics and other related concepts, psychological andPedagogical theoretical foundation for teachers’ professional ethics theory formation. Inaddition, contents for primary school teachers’ professional ethics building like teaching ethics,teachers’ professionalism and professional responsibility are fully discussed in this section.The third part prepares a questionnaire for primary school teachers’ professional ethics building on the basis of information study and field surveys. Still, questionnaires andinterviews are been conducted by taking150primary school teachers in x District, YantaiCity, Shandong Province for study group with random sampling method. Finally, survey dataare collated for further analysis.The fourth part is a summary of existing problems during the construction of primaryschool teachers’ professionalization ethics, including teachers’ confused understanding ofteachers’ professional ethics, anti-socialism teachers ’professional ethics learning method,teachers ’professional ethics learning not applicable to actual teaching, teachers’ professionalethics construction unsystematic and without principle to follow. Then analyze thoseproblems from aspects of teachers’ professional ethics,system, culture, and teachers’individual character.The fifth part puts forward suggestions for the development of primary school teachers’professional ethics building. It mainly consists of updating primary school teachers’professional ethics concepts, promoting the transition of teachers from the identificationethics to professional ethics and formulating reasonable elementary school teachers’professional ethics as well as perfecting teachers’ professional ethics training system.Highlighting professional learning manner combined with teachers’ professional autonomyand external standard, creating ethical elementary school campus culture and establishing asound evaluation system for primary school teachers’ professional ethics are also concluded.