德育叙事之内涵实质及分类研究

发布时间：2018-01-21 02:08

  本文关键词： 德育叙事 道德教育 分类研究　出处：《教育研究》2017年08期 　论文类型：期刊论文

【摘要】：把德育叙事局限地理解为"讲述道德故事"容易在概念理解的源头窄化、浅化其内涵实质,从而导致学校德育叙事的许多理论及实践困境。德育叙事实为一种师生共在式的深层道德意义建构活动:师生在学校道德生活共同体内,以道德故事、生命故事为载体,通过叙述、聆听、反思、扮演、实践等方式,栖居于叙事内部的共通世界,敬畏道德法则,体悟生命意义,实现自我与社会、生命与自然、自由与规则、历史与当下、现在与未来的价值思考与伦理体验。据之,德育叙事可以划分为能指叙事与所指叙事、外在叙事与内在叙事、单薄叙事与丰厚叙事、单向叙事与互动叙事等类型。基于德育叙事之内涵实质对其进行分类研究,兼具类型学及实践操作两个层面的指导价值。
[Abstract]:It is easy to narrow down the moral narration in the source of the concept understanding, and the essence of its connotation. This leads to many theoretical and practical dilemmas of the narrative of moral education in school. Moral narrative is a kind of deep moral meaning construction activity in which teachers and students share a common style: teachers and students in the community of school moral life, moral story. Life story as a carrier, through narration, listening, reflection, reflection, practice and other ways, living in the common world within the narrative, respect the moral law, understand the meaning of life, realize self and society, life and nature. Freedom and rules, history and present, present and future value thinking and ethical experience. According to it, moral education narrative can be divided into signifier narrative and signified narrative, external narrative and internal narrative, thin narrative and rich narrative. Based on the essence of moral education narrative, this paper classifies and studies it, which has the guiding value of typology and practical operation.
【作者单位】： 苏州大学教育学院;
【基金】：国家社会科学基金教育学国家一般课题“叙事德育模式的理论建构及操作模式开发研究”(课题编号:BEA130025)的阶段性研究成果
【分类号】：G410
【正文快照】： 当前,虽然我国的学校德育叙事之实践探索(1)已经积累了许多宝贵的经验,但依然存在着一个亟待解决的根本性问题,即“德育叙事”的内涵仍然被拘囿于“讲述道德故事”的德育方法、方式层面,“讲述道德故事”几乎成为我国中小学德育叙事实践领域对德育叙事之内涵实质的最主要理解，

本文编号：1450137