Research On The Generation And Cultivation Of Moral Leadership Of College Teacher

The fundamental goal of higher education is to educate people,and the moral prerequisite of being a person determines the primary premise and irreplaceable of moral quality in the process of young college students moving towards "adults",and also determines the leading and controlling nature of Building Morality and cultivating people in the goal setting and practical activities of higher education.Different types of higher education and different stages of higher education have different paths to build morality and cultivate people,but lively moral education courses and activities are undoubtedly the main fields and channels to promote the moral growth and development of young students.In the new era,with the deepening of the theory and extensive promotion of practical activities of Ideological and political courses in higher education,cultivating young college students with excellent virtue worthy of the great rejuvenation of the Chinese nation has become an inevitable requirement and historical mission to implement the fundamental mission of building morality and cultivating people and optimize the comprehensive reform of higher education.The moral growth and development of contemporary young college students are by no means driven by the indoctrination of simple moral knowledge or moral ideas and the speech in moral education class.It needs college students to personally feel and experience the virtue behind the concrete,vivid and effective virtue practice,as well as the rational wisdom contained in virtue and the practical wisdom highlighted in virtue practice.In the real field of higher education life and learning,students accept the value guidance,strategy guidance and moral demonstration from university teachers’ real virtue and moral conduct,so as to promote their real moral perception,moral emotion,moral thinking,moral will and moral behavior in the real moral scene to replace the explanation and indoctrination of "knowledge about morality" in the classroom teaching that is more concerned in the current moral education in Colleges and universities,to replace the moral examination of students,which tends to recite and copy moral knowledge,it is the necessary path for the generation of College Teachers’ moral leadership,and it is also the fundamental treatment to promote young college students to achieve real moral growth and all-round development.Perhaps,"intellectual moral education" has some effect on the moral teaching in the virtual moral scene.Students may be able to explain clearly the methods to solve moral problems according to the "knowledge about morality",but when they encounter real moral difficulties in real life,they are often at a loss and do not know what to do.At most,they adopt formalist methods to deal with them mechanically.Starting from the perspective of College Teachers’ moral guidance and direction to students,that is,the moral leadership of college teachers,we deeply analyzes the role,mechanism and characteristics of College Teachers’ virtue and virtue practice in the moral impact on young college students,so as to build a generation model of College Teachers’ moral leadership and explore effective ways to promote the generation of moral leadership,which has become an urgent practical issue for the reform of moral education in higher education.In view of this,on the basis of theoretical analysis of the meaning and composition of College Teachers’ moral leadership,and in combination with-the possible fields and activities of College Teachers’ moral leadership,we have compiled and implemented a questionnaire on College Teachers’ moral leadership.483 valid questionnaires were collected.It was found that the overall performance of College Teachers’ moral leadership was good,but there were some differences among the various elements;Through confirmatory factor analysis,all indicators meet the requirements,indicating that the five factors model of College Teachers’ moral leadership has good fitting indicators,which can support the assumption of College Teachers’ moral leadership factors.Based on the questionnaire survey,we conducted qualitative interviews with 10 college teachers.Through interviews,we find that there are some problems in the generation of College Teachers’ moral leadership,and at present,college teachers’ moral leadership to students is still in a stage of teachers’individual spontaneity and self-consciousness.Although there is an examination of teachers’ Ethics in the evaluation of teachers in Colleges and universities,it is basically a programmatic requirement,and teachers’ moral guidance and direction to students are basically impossible to examine.In addition,although colleges and universities have taken some measures,they have not really formed a consensus on how to really affect students’ moral growth and development.Therefore,taking teachers as the main body of moral practice to the moral growth and all-round development of students as the starting point,the in-depth analysis and discussion on the moral leadership of university teachers,as well as the theoretical thinking and practical reflection practice based on the identity of university teachers,all express such a judgment:only real moral practice can lead to real moral perception.A single channel of moral education classroom and moral speech can not trigger learners’ real moral experience and moral behavior.Therefore,teachers should consciously exercise and improve their moral ability,and schools and society should also provide appropriate environment and conditions for teachers to improve their moral ability.Only teachers with high moral ability can have the conditions and foundation of moral leadership.Teachers have the corresponding moral ability to constantly practice morality in the field of higher education.At the same time,it is an effective way for teachers to release their moral leadership by arousing students’moral awareness through moral dialogue and moral empathy between teachers and students.The generation of College Teachers’ moral leadership is not limited to the interaction between teachers and students,it is a systematic project.Therefore,all teachers,students and staff in Colleges and universities need to jointly participate in the recognition mechanism of promoting the role of teachers’ moral leadership,form moral goals and moral consensus for common growth with the help of educational activities and life field,actively build a communication environment with moral symbiosis and an effective evaluation system to promote the generation of teachers’moral leadership.From the perspective of moral practice,we study the problem of teachers’ moral leadership,aiming to explore how teachers can summon students’morality in moral practice and in the way of moral practice,and how students can generate moral awareness,form moral reflection,improve moral consciousness and practice moral goals in real moral practice.Taking the guidance of college teachers on students’ moral practice as the standard,we have constructed a practical model for the generation of College Teachers’ moral leadership,which provides a practical framework for college teachers to appropriately generate moral leadership in the field of colleges and universities.Focusing on the generation practice of College Teachers’ moral leadership,in order to realize the empowerment and improvement within the practice model,we put forward endogenous strategies from the understanding and qualification of College Teachers’roles,improving moral ability in vivid and specific moral practice,seeking moral dialogue between teachers and students,actively sharing moral feelings with students,creating an activity field reflecting the consensus of moral leadership objectives and setting up the activity field reflecting the concept of moral leadership;In order to obtain the external environmental support of the practice model,we put forward external plastic countermeasures from realizing the role identification of college teachers to self moral leaders,realizing the role identification of college managers to teachers’ moral leaders,realizing the role identification of students to teachers’ moral leaders,carrying out moral exchanges based on responsibility,facing and using moral conflicts,building and maintaining a network of moral actors,teachers must learn to make reflective evaluation of self moral leadership,Students should learn to conduct case evaluation on Teachers’ moral leadership.In this way,the combination of internal and external forms a joint force,which provides a scheme for the cultivation of College Teachers’ moral leadership.