河南省郑州新区S中学德育实效性研究

发布时间：2018-07-17 03:40

【摘要】：本文在学习借鉴中外学校和他人研究成果的基础上,提出了对中学德育实效性内涵和标准的新认识。通过选取河南省郑州新区S中学作为样本,从教师和学生两个角度进行实证研究分析,发现学生存在“知行不一”的现象。经过对造成学生“知行不一”现象的原因深入分析,提出了解决问题的对策。第一章,从中外对学生德育的重视和关注中凸显德育实效性的重要性,就德育的内涵和德育实效性的内涵进行研究综述,提出了德育是一种合目的性与合规律性的实践活动,并认识到德育实效性体现在德育过程、德育目的与德育结果之间的关系中。第二章,对德育的内涵以及德育实效性的内涵进一步深入探讨,揭示了中学德育实效性的新内涵,是本文的一个创新点。在揭示中学德育实效性新内涵基础上,根据德育合目的性与合规律性的特征,提出了中学德育实效性“知行合一”的衡量标准,这是本文的另一个创新点。第三章,以河南省郑州新区S中学作为实证调查研究对象,对学生采取调查问卷,对教师采取访谈展开调查分析。问卷和访谈均紧扣“知行合一”标准的验证,问卷设计既反映学生对德育内容知识的知晓度、认知度,也反映在这种认知基础上的践行现状。调查结果显示,中学生在不同程度上存在“知行不一”的现象,说明该校德育实效性偏低,还需有待进一步加强。第四章,从传统德育观念、学校德育工作自身、家庭教育、社会环境等方面,结合中学德育的知行统一规律,分析造成中学生“知行不一”和中学德育实效性低下的原因。即传统德育观念忽视知行统一规律、学校德育内容有悖实际和方法较为单一、家庭教育和社会环境存在缺失等。第五章,从“知行合一”的角度寻找克服中学生“知行不一”和中学德育实效性低下的对策。即构建开放德育新模式,践行主体性开放德育新理念,建立以拓展德育内容和更新德育方法为主体的德育新体系,优化家庭和社会德育环境等,为促进中学生“知行合一”提供情感动力。
[Abstract]:On the basis of learning and learning from Chinese and foreign schools and others, this paper puts forward a new understanding of the connotation and standards of the effectiveness of moral education in middle schools. By selecting S Middle School in Zhengzhou New District of Henan Province as a sample, this paper makes an empirical analysis from the perspectives of teachers and students, and finds out that there is a phenomenon of "different knowledge and practice" among students. Through the deep analysis of the causes of students' different knowledge and action, the author puts forward the countermeasures to solve the problem. In the first chapter, the importance of the effectiveness of moral education is highlighted from the attention paid to the moral education of students at home and abroad, the connotation of moral education and the connotation of the effectiveness of moral education are summarized, and it is pointed out that moral education is a practical activity that conforms to the purpose and regularity. It is also recognized that the effectiveness of moral education is embodied in the process of moral education and the relationship between the purpose of moral education and the result of moral education. In the second chapter, the connotation of moral education and the connotation of the effectiveness of moral education are further discussed, and the new connotation of the effectiveness of moral education in middle schools is revealed, which is an innovative point of this paper. On the basis of revealing the new connotation of the effectiveness of moral education in middle school, according to the characteristics of the purpose and regularity of moral education, this paper puts forward the measurement standard of "integration of knowledge and action" of the effectiveness of moral education in middle school, which is another innovation point of this paper. The third chapter takes S Middle School of Zhengzhou New District in Henan Province as an empirical research object. It takes questionnaire to students and interviews with teachers to carry out investigation and analysis. The questionnaire and interview are closely related to the verification of the criterion of "integration of knowledge and practice". The questionnaire design not only reflects the students' knowledge and cognition of moral education content, but also reflects the practice status on the basis of this kind of cognition. The results show that the phenomenon of "different knowledge and action" exists in middle school students, which indicates that the actual effect of moral education in this school is on the low side, which needs to be further strengthened. The fourth chapter, from the traditional moral education concept, the school moral education work itself, the family education, the social environment and so on, unifies the law which unifies the middle school moral education, analyzes the reason which causes the middle school students to "know and act differently" and the middle school moral education actual effect is low. That is, the traditional moral education concept ignores the law of unity of knowledge and practice, the content of moral education in schools is contrary to the reality and the method is relatively single, and the family education and social environment are lacking, and so on. Chapter V, from the perspective of "unity of knowledge and action" to find ways to overcome middle school students "different knowledge and practice" and low effectiveness of middle school moral education. That is, to construct a new model of open moral education, to practice the new concept of subjective and open moral education, to establish a new moral education system with the main body of expanding the content of moral education and renewing the methods of moral education, and to optimize the environment of moral education in family and society, etc. In order to promote the middle school students "the unity of knowledge and action" to provide emotional power.
【学位授予单位】：淮北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G631

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