How to examine and judge teachers moral behavior from the perspectives of motivation theory and eff

Dr. Zhang Physical Examination Center Exam - Dr. Jing Zhang Physical Examination Center Dr. Jing Zhang Physical Examination Center and all the excellent teachers will help you pass the exam smoothly! (1) Motivation theory.

Motivation refers to the subjective desire and intention of the actor to perform a specific behavior; (2) Effect theory: refers to the evaluation of the good and evil of a person's behavior, which should be based on the objective effect of his behavior. As for motivation, it's completely negligible; (3) Marx.

It is believed that in moral evaluation, it is necessary to adhere to the dialectical unity of motive and effect.

That is to say, it is necessary to verify the motivation from the effect, see the effect from the motivation, and unify the motivation and effect to the society.

1) Motivation theory: Motivation refers to the subjective desire and intention of the actor to perform a specific behavior; (2) Effect theory: refers to the evaluation of the good and evil of a person's behavior, which should be based on the objective effect of his behavior.

As for motivation, it's completely negligible; (3) Marx believed that in moral evaluation, it is necessary to adhere to the dialectical unity of motive and effect, that is, it is necessary to verify motive from effect, look at effect from motive, and unify motive and effect to society.

When evaluating a person morally, is it based on the motive of his actions or on the effects of his actions? Historically, there have been two different approaches to this issue: one is motivationalism, which holds that motivation should be the basis for moral evaluation.

1. The promotion function of teachers' work: the main orange brigade should have a motivating role, a regulating role and an evaluation role. 2. The educational function of the education object:

When teachers act in accordance with teachers' professional ethics, the moral requirements will be concretized and personified, so that students can be enlightened and educated in the vivid examples, and the good ideological and moral character that teachers expect students to have in order to overcome disadvantages will be formed imperceptibly, and the credibility, attractiveness and effectiveness of teacher education will be enhanced. 3. The emergence and development of teachers' professional ethics is directly related to the development of people's educational activities, and it plays an important role in the formation of teachers' professional psychology and professional ideals, and the formation of teachers' unique moral habits and moral traditions. In a class society, the professional ethics of teachers are class-based, they are the embodiment of the interests and will of a certain class, and they serve the ruling class to consolidate its rule.

Moral behavior can be classified according to many criteria, but it is a common way to classify moral behavior into positive and negative behaviors according to the difference between the motivation and effect of the behavior.

Positive behaviors usually refer to behaviors that benefit oneself or others, such as helping others, caring for one's family, following rules and regulations, etc. Negative bad behavior refers to behavior that is detrimental to oneself or others, such as cheating, hurting, destroying, encroachment, etc.

It is important to note that ethical behavior is not simply divided into two categories: positive and negative, and there are many intermediate behaviors, such as non-interference, neutrality, etc. In addition, different cultures and values may have different effects on the division of morality.

Summary. I am glad to answer that the morality of the teacher's behavior is one of the characteristics of the behavior of pedagogical roles, but it is not the only one. In addition to this, the role of pedagogy should be to integrate multicultural values, promote diverse practices, build equal relationships, create a good learning atmosphere, and motivate students to develop their potential.

The role of pedagogy also needs to address many practical issues, such as student health, safety, development, psychological state, etc., which can help teachers strive to demonstrate their spirit of service to students and communities, while upholding their own rights. In addition, teachers' behavior should reflect a sense of justice, professional competence, responsibility, multicultural awareness and intercultural understanding in practice. At the same time, the evaluation of teachers' behavior should also consider the teacher's sense of responsibility, the distinction between democracy and integrity of behavior, and the relationship between teachers' cross-cultural awareness and informal words and deeds in their daily work.

To a certain extent, teachers should not only be familiar with the differences between cultures, understand and accept each other's traditions, and promote the multicultural development of students in a variety of ways and measures, but also actively fulfill their own responsibilities, combine thoughts and actions for the development of students, and naturally understand, respect and protect the personality and individuality of students.

The morality of the teacher's behavior is not the only behavioral characteristic of the pedagogical role, around this view.

I am glad to answer that the morality of the teacher's behavior is one of the characteristics of the behavior of pedagogical roles, but it is not the only one. In addition to this, the role of pedagogy should be integrated into multicultural values, advocating diverse practices, building equal relationships, creating a good learning atmosphere, and motivating students to develop their potential. The role of pedagogy also needs to address many practical issues, such as student health, safety, development, psychological state, etc., which can help teachers strive to demonstrate their spirit of service to students and communities, while upholding their own rights.

In addition, teachers' behavior should reflect a sense of justice, professional competence, responsibility, multicultural awareness and intercultural understanding in practice. At the same time, the evaluation of teachers' behavior should also consider the teacher's sense of responsibility, the distinction between democracy and integrity of behavior, and the relationship between teachers' cross-cultural awareness and informal words and deeds in their daily work. To a certain extent, teachers should not only be familiar with the differences between cultures, understand and accept each other's traditions, and can use a variety of ways and measures to promote the multicultural development of students, but also actively fulfill their own responsibilities, combine thoughts and actions for the development of students, and take it for granted that they understand, respect and protect the personality and personality of students.

In conclusion, hail or the morality of the teacher's behavior is an important behavioral characteristic of the pedagogical role, but it is not the only behavioral characteristic, but it is part of the integration of multicultural values, and other characteristics are also essential. As the saying goes, "the benevolent see the benevolent, and the wise see the wise". The above-mentioned actions have a purposeful nature in serving the educational goals and make the process of ethnic education more effective, safe and beneficial.

The key factor to explain teachers' motivation is their sense of teaching effectiveness.

In the theory of mind, a person's subjective judgment of one's ability to perform a certain activity is called a sense of efficacy, and the level of efficacy often affects a person's cognition and behavior. Teachers also have a certain level of efficacy in their teaching activities. The so-called teacher's sense of teaching effectiveness refers to the teacher's subjective judgment of his or her ability to affect students' learning behavior and academic performance.

This kind of judgment will affect teachers' expectations of students, guidance to students and other behaviors, thus affecting teachers' work efficiency. Theoretically, the concept of teachers' teaching efficacy is similar to the self-efficacy theory of American psychologist Bandura. Efficacy expectation refers to an individual's belief in his or her ability to achieve a certain level of work.

The so-called self-efficacy refers to people's subjective speculation and judgment of whether they can successfully carry out a certain achievement behavior, which includes two components, namely, outcome expectation and efficacy expectation. Outcome expectation refers to an individual's judgment of the possible consequences of a particular behavior in a specific situation, such as a student's speculation about the results of successfully completing a test paper.

Human behavior is mainly controlled by people's efficacy expectations, and the individual's perceived sense of efficacy for a certain behavior not only affects the behavior adopted by the individual when dealing with difficulties, but also affects his effort and emotional experience. The stronger the performance expectation, the more positive the behaviors employed, the greater and more sustained the effort, and the more positive the emotions.

Teaching Efficacy:

1. Teachers with a high sense of effectiveness believe that their teaching activities can enable students to become talents, so they will put a lot of energy into working hard.

2. In order to improve their teaching effect, teachers with a high sense of effectiveness will pay attention to summarizing experience in all aspects, continue to learn relevant knowledge, and then improve their teaching ability; Teachers with a low sense of efficacy do not believe that they will achieve achievements in their work, so it is difficult for them to continuously accumulate, summarize and improve in the teaching process.

3. Teachers with a high sense of effectiveness will be confident, full of energy, happy and enthusiastic when working, and often achieve good educational results; Teachers with a low sense of efficacy feel anxious and fearful at work, and are often in a state of annoyance, unable to teach so well that they cannot do their jobs well.

Answer] :d moral judgment behavior is the external concrete manifestation of people's moral understanding, the means of disguising Yuchun to realize moral motives, and the objective basis for evaluating people's moral character.

Basic features of the teaching process:

1. Combination of indirect experience and direct experience;

2. Integrate knowledge and development of intelligence;

3. The unity of knowledge, affection and intention in the teaching process;

4. The combination of the teacher's leading role and the student's initiative.

1) Provide teachers with opportunities for training and further study, promote the development of teachers' professional ability, and enhance teachers' self-efficacy. Improving teachers' self-efficacy can improve teachers' ambition level, the choice of achievement goals, enhance teachers' achievement needs, increase teachers' work effort and confidence in overcoming difficulties, and thus improve teachers' achievement motivation. In particular, for new teachers under the age of 25, it is necessary to improve their understanding of the objects of educational work, their own and the characteristics of their work through training and learning, so as to meet the needs of teachers' ability growth.

2) Optimize the organizational structure, implement democratic management, establish a fair competition mechanism, and stimulate teachers' desire for achievement. By optimizing the organizational structure, implementing democratic management, establishing harmonious and positive interpersonal relationships, and stimulating the inner emotional strength of teachers; By creating conditions, we will appropriately carry out various types of teaching.

Competitions encourage moderate competition, give teachers the opportunity to show themselves, enhance their success experience and sense of work identity, and stimulate teachers' desire to pursue achievements. (3) Improve living conditions, improve the salary system for teachers, narrow the gap between urban and rural areas, increase teachers' satisfaction with their work, especially rural teachers, mobilize their independent enthusiasm for work, and help teachers realize their personal and social values.

According to the situation and characteristics of teachers' needs and motivation, strengthening teachers' understanding is the best way to improve teachers' need motivation!

I think that from the perspective of the need for self-realization, then as a teacher, you pass on the knowledge to the preschool students, and then know that the students will develop in a higher and farther direction on their own, and when the students have achieved results, you will feel that you are also very proud and achieve the goal of self-realization.

Of course, education is not a one-way street, it is interactive, so in the process of education, you not only exercise yourself, realize your own needs and career needs, but also make the needs of students be satisfied, which can be described as killing multiple birds with one stone.