A Study On Moral Conflicts In Teaching From A Cross-cultural Perspective

Moral conflicts in teaching is the key problem to the empirical study of teaching moral.The research shows that the types of moral conflicts in teaching,the coping strategies of teachers and the influencing factors of teacher strategy selection are all closely related to culture.However,the current research on moral conflicts in teaching has limited attention on cultural factors.The prosperity of cultural psychology has expanded the boundary of the study of moral conflicts in teaching.From a cross-cultural perspective,this study adopts qualitative research methods,with the moral dimensions of teaching from Goodlad(cultural adaptation,classroom teaching,teacher-student relationship,cooperation community)discusses the moral conflicts of Han teachers in basic education under the blending of Han and Tibetan cultures,and analysis of causes of moral conflicts in teaching from the cultural dimension,and advice for improve the professional development of Han teachers in schools in ethnic minority areas,thus improving the quality of basic education for ethnic minorities.This study mainly discusses the following questions: what kind of moral conflict did Han teachers encounter in the teaching practice of blending Han and Tibetan cultures? How do teachers understand and feel conflict? How do cultural factors affect the formation of conflict? From the perspective of methodology,the research problem determines that this study adopts qualitative research design,collects data through observation and interview,and analyzes the data through open coding and axial codingAccording to the four dimensions of teaching moral proposed by Goodlad et al.,the study finds that in the context of the integration of Han and Tibetan cultures,the Han teachers are confronted with teaching moral conflicts in all four dimensions,which are both common and different from the teaching moral conflicts in the context of a single Han culture.In the dimension of acculturation,the Han teachers are faced with the moral conflict of respecting students' cultural background,caring for students' emotional needs and for the best development of students.In the dimension of classroom teaching,moral conflict is related to caring for individual or collective interests,teaching progress and teaching content,professional development,etc.In the dimension of teacher-student relationship,Han teachers are faced with the dilemmas of care and rules,respect for privacy and student development.In the dimension of cooperative community,the moral conflict is related to the loyalty of colleagues,the well-being of students,the autonomy of parents and self-interests.Based on problem awareness and coding analysis of empirical data,this study finds that the reason for the conflict of teaching moral under the background of the blending of Han and Tibetan cultures are: teachers' lack of moral knowledge;Differences between Han and Tibetan cultures.To be specific,the former is manifested as the limited individual moral knowledge of teachers,the lack of moral practice ability,and the lack of ethical culture of teachers.The latter is manifested as the differences in four aspects: region and education,religion and belief,national character and personality,and degree of inter-ethnic communication.Finally,based on the causes of teaching moral conflicts in the blending of Han and Tibetan cultures--the lack of moral knowledge and the cultural differences between the Han and the Tibetan,from awakening consciousness,promote knowledge and improve ability three aspects put forward in the blending of Han and Tibetan cultures teaching to improve the way of moral conflict: cultivate moral sensitivity,concealed moral visible;learn moral knowledge and integrate ethical perspective to deal with conflicts;cultivate cultural ability and carry out culture-related teaching so as to effectively promote teachers' professional development and improve the quality of basic education for ethnic minorities.