摘要：隨著知識(shí)大爆炸時(shí)代的到來(lái)，社會(huì)主義市場(chǎng)經(jīng)濟(jì)的快速發(fā)展，我國(guó)教師職業(yè)道德出現(xiàn)了滑坡，學(xué)生健全人格的塑造不盡如人意，人們對(duì)教師道德和學(xué)生人格的關(guān)注達(dá)到了前所未有的高度。教師是學(xué)生觀察成人世界的通道，在學(xué)生身上我們往往可以看到教師所打下的深刻而持久的烙印。在教育活動(dòng)中，教師的道德對(duì)于學(xué)生健全人格的塑造起到了表率示范、感染熏陶、引導(dǎo)促進(jìn)的作用。所以教師要以培養(yǎng)“以愛(ài)育人”的理念，樹(shù)立“為人師表”的典范，追求“獻(xiàn)身教育”的境界的方式提升自己道德魅力，如春風(fēng)化雨般引導(dǎo)學(xué)生健全人格的塑造。

關(guān)鍵詞：教師道德   魅力  學(xué)生   健全人格   塑造

Abstract：Nowadays with the globalization of the knowledge economy as well as the booming development of the socialist market economy, morality of teachers in our country starts to decline rapidly. Building a sounding personality for students is not satisfying. The public give special attention to both teachers' morality and a sounding personality of the students to an extent which never exists before. Teachers are the guidance for the students viewing the world of adults and from the students themselves, we can usually sense the remarkable mark made by the teachers. The morality of the teacher functions as a role model as well as an ethic guide in strengthening students' personality when teachers are doing their teaching work. Hence, teachers must show love to students and set a respectable example to them. It is also necessary to enhance the self-charisma by devoting whole life into the educating career, guiding the students building a sounding personality smoothly.

Key words:  teachers' morality;  charisma;  students; strengthening personality;  building

　　　鄧小平同志指出：一個(gè)學(xué)校能不能為社會(huì)主義建設(shè)培養(yǎng)合格的德智體美全面發(fā)展，有社會(huì)主義覺(jué)悟、有文化的勞動(dòng)者，關(guān)鍵在教師。本文秉承著這樣的一個(gè)觀點(diǎn)，對(duì)教師職業(yè)道德魅力的含義、學(xué)生健全人格的內(nèi)涵進(jìn)行了分析，對(duì)師德建設(shè)和學(xué)生人格塑造的現(xiàn)狀及原因進(jìn)行了調(diào)查，發(fā)現(xiàn)教師道德與學(xué)生人格之間有著千絲萬(wàn)縷的聯(lián)系。在教育活動(dòng)中，教師高尚的道德形象是學(xué)生的榜樣典范，道德魅力感染、熏陶著學(xué)生的情感，使學(xué)生親其師，信其道，引導(dǎo)促進(jìn)了學(xué)生健全人格的塑造。在此基礎(chǔ)上，本文提出了教師通過(guò)培養(yǎng)崇高教育理念，鍛造良好舉止行為，追求高尚道德境界的途徑去提升自身的道德魅力，為學(xué)生營(yíng)造一種和諧的氛圍，樹(shù)立光輝的道德典范，激發(fā)學(xué)生去積極塑造自身的健全人格。由于個(gè)人水平、資料及研究方法所限，本文并未對(duì)提升教師道德的途徑、學(xué)生人格塑造的方法做全方位的探究，只立足于兩者的交匯點(diǎn)進(jìn)行研究，這兩者為后期可以進(jìn)一步研究的方向。