Research On Teachers’ Classroom Ethical Decision

As the gradual deepening research of teaching ethics,the ethical problems in the process of teaching has caused more and more attention. Ethical review and ethical specification on teaching has become the all sectors of society’s strong demand. As the guide of teaching, teachers should transform a role of class decision makers which can automatically select and positively create their own classroom life. If teachers want to become a good decision maker, they should know the ethical elements of classroom teaching. However,teachers have to consult and follow several ethical elements,such as set balanced efficiency and fairness teaching objectives,integrate teaching content which put knowledge and experience in an important place, select balance control and democracy’s teaching methods, execute development and discriminate can co-existence’s teaching evaluation. Therefore, the study for teachers’ classroom ethical decisions will involve four dimensions, teaching objectives, teaching content, teaching method and teaching evaluation. Decision-making of teaching objectives demands teachers to base on students subjectivity to make teaching objectives and to pay more attention to students’ overall development; Decision-making of teaching content requires teachers to focus their attention on students’ development need and to master appropriate component when they comb the teaching content; Decision-making of teaching method requests teachers to give full scope to students’ initiative, to concentrate on teaching equality and to care for student in the process of teaching method selection; Decision-making of teaching evaluation asks teachers to execute multiple evaluation standard with the premise of students.This paper combines questionnaires, classroom observations and interviews to investigate on the current status of teachers’ classroom ethical decision. And then this thesis describes the current situation of teachers’ teaching objectives, teaching content,teaching methods and evaluation by the analysis of teachers’ classroom ethical decision-making dimensions. and reveals classroom problems in ethical decision-making The study found that teachers’ classroom ethical decision-making still exists some problems. Such as Teachers’ neglect to the student’s centered position and all-round development problems when teachers formulate teaching objectives; Teachers’ excessive “indoctrination” to students on basis of their own teaching habit and experience in the process of handling the teaching contents; teachers’ obstruction to students’ subjective initiative and students’ equitable development and the lack of care for student. Meanwhile, other issues of the teacher-student interaction will be presented in the course of teaching methods’ employ; Teachers’ being teaching autocratic who emphasis on the emergence of authoritarian teaching scores while ignoring the development of students in the process of implementing teaching evaluation.Through interviews, the author found that the causes of these problems are from teachers, schools and social.The first is teachers’ passive inaction under the background of large amount of teaching and the lack of profound ethical reflection. The second is schools’ enrollment rate in the core of teachers evaluation. And finally,the impact of society’s utilitarian culture on teachers’ ethical decision-making.Faced with these problems, we should actively seek effective solutions to leave more space for teachers’ ethical decision-making, let teachers consciously establish correct view of classroom ethical decision-making, and long-term mechanism to mitigate the negative impact of exam-orient ed education and provide the basis for rationality of teachers’ classroom ethical decision.