The relationship between teachers' justice and teachers' professional ethics?

(A) From the content point of view, teachers' professional ethics is more comprehensive and advanced than general professional ethics.

First of all, from the social point of view, teachers carry out educational and teaching activities on the premise of meeting social requirements. Therefore, when strengthening the construction of professional ethics, teachers should first establish a firm educational belief and scientifically understand the strategic position of education; Correctly understand the social value of teachers' labor and consciously be loyal to the people's education. Secondly, from the perspective of teachers' specific workplaces, teachers must handle all kinds of relationships well. Teachers' work is actually a kind of collective work, because the success of any student is the result of teachers' collective cooperation. This requires individual teachers to carry forward the spirit of cooperation in their work and handle the relationship with colleagues well. In addition, teachers can't educate students without communication and support from parents and the community, and teachers must actively and sincerely coordinate interpersonal relationships with parents and other people in the community. Therefore, excellent qualities such as cooperation spirit, team spirit, love, care and sense of responsibility are the natural contents of teachers' professional ethics. Finally, judging from the process of moral education for students, when teachers educate students on ideals, morality, democracy, legal system, discipline and patriotism, their contents should not only reflect the requirements of moral construction for the whole people, but also reflect the requirements of moral construction for advanced elements. Therefore, teachers must unify the extensiveness and progressiveness of moral construction in consciousness in order to better accomplish the task of teaching and educating people. Obviously, from the above aspects, the content of teachers' morality is more comprehensive and advanced.

(2) From the perspective of influence space, teachers' professional ethics is more extensive than general professional ethics.

The influence of teachers' professional ethics not only points to the students in the school, but also affects the surrounding communities through the school and students, and even affects a wider range and even the whole society. In the future, with the deepening of educational reform and opening up, and with the increasingly fast and convenient channels of educational information transmission, teachers will have more and more contacts with the outside world, and their thoughts, morals and behaviors will more and more directly affect society. At the same time, because teachers are engaged in the cause of shaping people's souls and cultivating healthy personality, the quality of teachers' own professional ethics directly determines the development of students, and then affects the fate of the whole society and nation. Therefore, compared with the professional ethics of other industries, the professional ethics of teachers is more concerned by the public.

(3) From the depth and time of influence, teachers' professional ethics is more profound than general professional ethics.

The influence of teachers' professional ethics on students' development is far-reaching. During students' study in school, teachers' professional ethics can directly affect students' minds and the development of students' personality quality through materialization. This influence is not limited to students' school days, but also affects students' life, and then affects the progress and future of the whole society. Therefore, many students who admire the lifelong education brought by teachers will still praise their teachers many years after graduation. For example, in a letter to Mr. Xu Teli, Mao Zedong said such a touching sentence: "Twenty years ago, you were my teacher, now you are still my teacher, and you must be my teacher in the future." After many years of separation from his teacher, Mr. Fujino, Lu Xun still misses him and still remembers his inculcation. On the other hand, the loss caused by a teacher who lacks professional ethics to society and others is irreparable. British philosopher Locke once pointed out: "Educational mistakes are more important than other mistakes. Mistakes in education are like the wrong medicine. If you make the first mistake, you can't make the second mistake. Their influence will never be washed away. " It can be seen that the influence of teachers' professional ethics on people and society is beyond the reach of ordinary occupations.

(D) Judging from the results of moral behavior, teachers' professional ethics does not produce direct utilitarian interests.

Generally speaking, education is an indirect activity to create social material wealth. Education can directly create material wealth for society by cultivating talents to enter all fields of social production. This characteristic of education determines that it is difficult for teachers' professional ethics to be directly linked with economic interests. The result of teachers' professional ethics behavior is more a kind of spiritual pleasure for teachers than direct money and material benefits. However, in some occupations, the professional ethics of practitioners is really closely related to the amount of economic returns that workers finally get. In other words, the higher the professional ethics of the subject, the more material rewards the workers get. For example, an honest self-employed person can attract more customers; An enterprise that pays attention to quality and maintains its reputation can open up a broad market for itself and obtain good economic benefits. This contrast does not mean that teachers' professional ethics has lost its value. On the contrary, it shows the nobility and greatness of teachers' profession, and teachers can get high-level enjoyment from their own profession. However, compared with other professions, the development of teachers' professional ethics depends more on teachers' self-cultivation, and its basic driving force is not external material interests, but selfless dedication and high sense of responsibility.

(5) From the behavioral conditions, teachers' professional ethics have higher requirements for the psychological quality of workers.

Teachers need many conditions to put moral beliefs into practice. Among them, the psychological quality of teachers is related to the final result of teachers' professional ethics. In other words, compared with other professions, the implementation of teachers' professional ethics puts forward higher requirements for their psychological quality, and teachers' psychological quality is therefore endowed with rich moral significance. For the average person, many contents in psychological quality have no obvious moral significance, that is, they do not involve value judgment issues such as good and evil, morality and immorality. For example, for workers or farmers, whether their interests are extensive and their personality is cheerful will not have a significant impact on their professional labor, society and others, and others are understandable to him. However, the situation of teacher occupation is different. Teachers' educational and teaching activities are two-way interactive activities between teachers and students. Teachers' love and sense of responsibility for education, as well as their own knowledge, language, behavior, emotion, etc. Are imperceptibly infecting students. When students observe teachers, they often have a "magnifying effect". Every tiny and beautiful quality in teachers' personality will make them feel heartfelt joy and excitement; Students will also show a strong thirst for knowledge, experience pleasure and satisfaction, and show respect and trust for teachers. On the contrary, every careless mistake and every trivial flaw of the teacher will make the students feel extremely surprised and disappointed, and even leave a bad impression on them.