Narration Research On Practice Of Teaching Ethics Of A Primary Intern Teacher

Since the 18th CPC national congress,as the key link of teaching,morality education have to be implement into every aspects of classroom teaching.Morality education is not only required as a important teaching content,but also required teaching activity conform to moral rule.Ministry of Education issued Ten codes of professional conduct for primary and secondary school teachers in the new era on November 16~thh in 2018.It highlights that teachers should clarify the bottom line of teacher ethics and regulate professional behavior.The ethical and moral legitimacy and advancement of teachers'classroom teaching depend on teachers'classroom teaching ethics to a great extent.Teachers'classroom teaching ethics refers to the codes of conduct and norms that teachers need to abide by in all aspects and links of classroom teaching,including teaching responsibility,teaching democracy,teaching equality,teaching freedom and teaching care.The practice period is an important period for the professional growth of teachers,and also a critical period for the growth of professional ethics of teachers.The practice level of classroom teaching ethics of practice teachers will directly affect the development of their later education and teaching career.Based on the one year's teaching practice experience in W primary school in N city,Zhejiang province,taking the author as the research object,this paper applies the method of narrative research,presents the teaching behavior in the process of practice and reflection and the students'interaction in detail,and tries to reveal the actual status of the ethical practice of classroom teaching and its reflection of primary school intern teacher group like author.Through detailed in-depth practical research and analysis,it is found that:Firstly,the sensitivity of classroom teaching ethics of practice teachers in primary schools is low,which shows the characteristics of unbalanced development in stages.Specifically,compared with the ethical content which points to itself,teachers are more sensitive to the ethical content that points to students,which mainly involves consequence consciousness and moral emotion;the higher the learning period of the students,the lower the teacher's sensitivity of classroom teaching ethics.Secondly,the primary school intern teacher has not formed the correct system classroom teaching ethics.Although its core value is"student centered",but its target is attaching great importance to the whole teaching efficiency and promote students comprehensive and full development.There are more punishments which ignore students'subjectivity in the teaching method.The intern teachers lay particular stress on scores and ignore students'development in the teaching evaluation,which formed the unstable relationship between teachers and students of both democracy and authority.Thirdly,based on the characteristics of suddenness,situation and repetition of classroom teaching ethical dilemma faced by intern teachers in primary schools,this paper lists the decision-making and effectiveness of typical classroom teaching ethical conflicts faced by the author in the process of teaching in each learning section according to the classification criteria of low,middle and high levels.Among them,the ethical conflicts in the lower class mainly manifested is teaching responsibility and teaching care,while the ethical conflicts in the middle class mainly include:teaching authority and teaching democracy,teaching equality and teaching responsibility,freedom and responsibility of teaching,and in the higher class,the ethical conflicts are teaching freedom and teaching responsibility.Fourthly,the classroom teaching ethics reflection ability of the primary school intern teachers is low,mainly for self-reflection of personal behavioral errors and reflective results pointing to future codes of conduct.The author's educational narration is a complete process of the integration of"learning,thinking and action",which contains real feelings.Based on this,the author analyzes the internal and external influencing factors of classroom teaching ethics practice of intern teachers in primary schools in detail.Internal factors mainly include:learning experience,teaching experience and personal character of the intern teachers.External factors mainly include school,parents and society.On the basis of the sensitivity,value pursuit and decision-making form,practice level and reflective analysis of classroom teaching ethics of practice teachers in primary schools,this paper further analyzes and concludes that classroom teaching ethics practice of intern teachers in primary schools has five characteristics of situational,stage,comprehensiveness,contradictoriness and developmental.In view of the situation of classroom teaching ethics practice and reflection of primary school practice teachers,this paper provides some personal enlightenment and experience for the novice teachers who are about to enter the practice stage,such as improving teachers'teaching ethics sensitivity,establishing systematic teaching ethics,improving teachers'classroom management ability,and establishing harmonious and equal teacher-student relationship.