里克纳品格教育思想对我国学校德育的启示

发布时间：2018-01-25 07:28

本文关键词： 里克纳品格教育学校德育　出处：《曲阜师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：美国的品格教育运动自20世纪80年代兴起后,在社会上引起了巨大反响,参与的学校和人数众多,对于帮助当时的美国度过道德危机的严峻考验发挥了不容小觑的作用。社会各界对品格教育投入了前所未有的关注和支持,品格教育思想逐渐成为美国学校的主流道德教育思想,对于道德问题的解决、道德规范的形成和道德体系的建立上都有很大影响,为其他国家的学校教育发展和改革提供合理和有价值的参考。托马斯·里克纳是美国品格教育思想的主要代表人物,是品格教育运动的积极倡导者和践行者。他提出了品格教育的以尊重和责任为核心的十种基本美德,完善道德认知、道德情感和道德行为三位一体的综合德育模式,并提出品格教育的十一条评估原则以及针对家庭、学校和社会的实践策略。在对里克纳的品格教育思想进行了解和研究后,对于应对我国现阶段社会转型时期的价值观多元化给学校德育造成的挑战给予一定的指导和帮助。本文通过运用资料分析法、综合分析法和比较研究法,对里克纳的品格教育思想进行分析和探讨,以期对我国学校德育提供有益启示。论文主要分为五个部分,第一部分提出研究这个课题的必要性,介绍里克纳品格教育思想国内外研究现状,了解国内外研究已取得的成果和待深入研究之处。第二部分为里克纳的品格教育思想形成的社会背景和理论基础。分析社会背景,80年代的美国实行新保守主义政策,主张恢复传统的家庭和价值观念,并且当时社会存在青少年行为失范的严重问题。在理论基础方面,以亚里士多德的美德伦理学,科尔伯格的认知发展心理学和杜威的实用主义德育理论为基础。第三部分为里克纳品格教育思想的主要内容,包括品格教育的构成要素、评估原则和实践策略。品格教育包括道德认知、道德情感和道德行为三个基本要素。里克纳提出“有效品格教育的十一条原则”,具体可概括为导向性、实效性和整体性三个方面。里克纳设计和提出了品格教育的具体实践策略,将家庭、学校、社区三方面相结合。第四部分为对里克纳品格教育思想的评价,包括做出的贡献以及现存不足之处。理论贡献是对传统品格教育的吸收借鉴、批判超越,吸取理论基础中有价值部分与实际相结合,注重传统美德在现代的实用价值。在实践上,里克纳创立了综合性德育新模式,建立制度机制来保障品格教育的开展,提倡家庭、学校和社区相结合。不足之处是具有保守性和唯心主义色彩,家庭和社会中存在一定的阻力。第五部分为里克纳品格教育思想对我国学校德育的启示。我国学校的道德教育要以马克思主义为指导,加强核心价值观教育,并且重视我国优秀传统道德文化资源,加强对学生道德认知和道德行为的培养,努力使家庭、学校和社会相互联系、互动合作,共同营造出良好的德育环境。
[Abstract]:Since its rise in 1980s, the character education movement in the United States has caused a huge response in the society, participating in a large number of schools and people. To help the United States through the moral crisis of the severe test played a role that can not be underestimated. The community has put into character education unprecedented attention and support. The thought of character education has gradually become the mainstream moral education thought in American schools, which has a great influence on the solution of moral problems, the formation of moral norms and the establishment of moral system. To provide a reasonable and valuable reference for the development and reform of school education in other countries. Thomas Richner is a major representative of American character education. He is an active advocate and practitioner of character education movement. He puts forward ten basic virtues of character education, which are respect and responsibility as the core, and perfect moral cognition. Moral emotion and moral behavior is a three-in-one comprehensive moral education model, and put forward 11 evaluation principles of character education and targeted at the family. The practical strategies of school and society. After understanding and studying Rickner's thought of character education. This paper provides some guidance and help to deal with the challenges caused by the diversity of values in the period of social transformation in our country. This paper applies the method of data analysis, comprehensive analysis and comparative research. This paper analyzes and probes into Rickner's thought of character education in order to provide beneficial enlightenment for moral education in schools in our country. The thesis is divided into five parts. The first part puts forward the necessity of studying this subject. This paper introduces the current research situation of Richner's character education thought at home and abroad. The second part is the social background and theoretical basis of Rickner's character education thought formation. In 80s, the United States carried out the policy of neo-conservatism, advocated the restoration of traditional family and values, and at that time, there was a serious problem of juvenile misconduct in society. It is based on Aristotle's virtue ethics, Colberg's cognitive developmental psychology and Dewey's pragmatic moral education theory. The third part is the main content of Rickner's character education thought. Character education includes three basic elements: moral cognition, moral emotion and moral behavior. Rickner put forward the "eleven principles of effective character education". Concrete can be summarized as guidance, effectiveness and integrity of three aspects. Rickner design and put forward the character of the specific practical strategy of education, will be home, school. The 4th part is the evaluation of Rickner's thought of character education, including the contributions made and the existing deficiencies. The theoretical contribution is the absorption of traditional character education, critical transcendence. Combining the valuable part of the theoretical basis with the practice, and paying attention to the practical value of the traditional virtue in modern times. In practice, Rickner created a new comprehensive moral education model. The establishment of institutional mechanisms to ensure the development of character education, promote the family, school and community, the shortcomings of the conservative and idealistic color. There is some resistance in the family and society. 5th part is the enlightenment of Rickner's character education to the moral education of our school. The moral education of our school should be guided by Marxism and strengthen the education of core values. And we should attach importance to our excellent traditional moral culture resources, strengthen the cultivation of students' moral cognition and moral behavior, make great efforts to make the family, school and society contact each other, cooperate with each other, and create a good moral education environment together.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G41

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