CAJ | 학술논문

通过对武汉大学、兰州大学、郑州大学等6所高校师德建设研究抽样问卷调查分析，从伦理哲学的角度进行了构建师德内涵的尝试。“审慎”、“知识”、“技艺”和“人格”等四种要素是高校师德内涵，四者之间的相互关系是：“审慎”和“知识”的两种要素由于“技艺”的桥梁作用而使得“师德”内涵浑然一体、相互制约；“审慎”态度是基础，制约教师采取“技艺”的原则和方式；反之，如何理解和使用“技艺”又会影响“审慎”心理态度；而“人格”是贯穿“审慎”、“知识”和“技艺”的一根红线，是师德内涵建构的核心。
통과대무한대학、란주대학、정주대학등6소고교사덕건설연구추양문권조사분석，종윤리철학적각도진행료구건사덕내함적상시。“심신”、“지식”、“기예”화“인격”등사충요소시고교사덕내함，사자지간적상호관계시：“심신”화“지식”적량충요소유우“기예”적교량작용이사득“사덕”내함혼연일체、상호제약；“심신”태도시기출，제약교사채취“기예”적원칙화방식；반지，여하리해화사용“기예”우회영향“심신”심리태도；이“인격”시관천“심신”、“지식”화“기예”적일근홍선，시사덕내함건구적핵심。
Based on the analysis of a questionnaire about university teachers＇ morality conducted in six universities in China, the paper explores the connotations of teachers＇ morality from the perspective of ethical philosophy and argues that the teachers＇ morality includes four elements, that is, prudent attitude, knowledge, technique and personality. The elements of prudent attitude and knowledge, by way of the element of technique, make the four elements integrated and checked. Prudent attitude is the basis and restrains the principles and methods of adopting techniques. The understanding and utilization of techniques influence the prudent attitude. Personality, the core of morality, links the other three elements.