儒家德育思想对思想政治课学生评价的启示

发布时间：2018-12-19 21:00

【摘要】：儒家德育思想是我国自古代一直流传至今的优秀文化遗产,是我国古代无数儒家学者思想的结晶,受到了来自世界各地学者的追捧和研究。然而,当前学术界更多地是从儒家德育思想对当前学校德育工作的启示入手,而很少从德育评价的角度来挖掘儒家思想中的精髓之处。而笔者通过研究发现,儒家思想中其实蕴含着丰富的德育评价思想,而这些评价思想为解决当前思想政治教育学生评价中存在的问题提供了新的思路和方法,进一步补充、完善了当前思想政治教育学生评价体系。本文通过研究想要达到两大目标：一方面总结儒家德育思想中关于评价的思想,儒家德育思想中蕴含着丰富的评价思想,但是学术界对于这一内容的研究比较少,通过本文的研究,笔者希望能够整理出儒家德育思想中关于评价的内容,来弥补这一方面研究的不足；另一方面批判性继承儒家德育评价思想中的合理内容,并从现代视角对其进行解读,赋予其新的时代内容,从而为当前思想政治课学生评价体系的完善提供新的思路。针对以上需要解决的两大问题,本文的研究内容分为三大部分,第一部分从评价目标、评价标准、评价方法三方面总结了儒家思想中关于评价的内容,并试图找到这三方面之间的联系和区别。评价目标中的“君子人格”是儒家德育评价活动围绕的出发点和落脚点,而“君子不器”是实现君子人格的基础,“玉的人格”是“君子人格”的形象化表述,是“君子不器”的进一步升华。评价标准则是评价过程中围绕着评价目标提出的对于被评者的要求,其中总结的义利观、己群观、忠恕观、荣辱观都是考察君子人格非常重要的几个标准要求。而评价方法则是指在评价过程中采取何种方法进行评价,这里总结了反身自省、言行一致、因材施“评”、谨慎评人四种儒家比较典型的评价方法。第二部分从传统儒家思想缺失的角度,来审视当前中学思想政治课学生评价存在的问题,总结了评价要求较为零散,评价指标模糊,评价主体不全面,思想政治课学生评价与学生综合素质评价中的思想品德评价的联系较少等问题。第三部分,将儒家思想中关于评价的内容引入到高中思想政治课学生评价中,在学生评价中开发其价值,以高中思想政治课为载体,探讨儒家德育评价思想如何能够寓于思想政治课学生评价之中,补充完善了思想政治课学生评价体系,为进行评价提供了新的思路和方法。
[Abstract]:Confucian moral education is an outstanding cultural heritage which has been handed down since ancient times in China. It is the crystallization of countless Confucian scholars in ancient China and has been sought after and studied by scholars from all over the world. However, the current academic circles begin with the enlightenment of the Confucian moral education to the current school moral education work, and seldom excavate the essence of the Confucian thought from the angle of moral education evaluation. The author finds that the Confucian thought actually contains rich moral education evaluation thought, and these evaluation thoughts provide new ideas and methods for solving the problems existing in the students' evaluation of ideological and political education at present. Improved the current ideological and political education student evaluation system. On the one hand, the thesis summarizes the thought of evaluation in the Confucian moral education thought, which contains rich evaluation thought, but the academic research on this content is relatively few. Through the study of this paper, the author hopes to sort out the Confucian moral education thought about the content of evaluation, to make up for the lack of research in this area; On the other hand, it critically inherits the reasonable content in the Confucian moral education evaluation thought, and interprets it from the modern angle of view, endows it with the new era content, thus provides the new thought for the current ideological and political course student appraisal system consummation. In view of the two problems mentioned above, the research content of this paper is divided into three parts. The first part summarizes the contents of the Confucian thought on evaluation from three aspects: the evaluation goal, the evaluation standard and the evaluation method. And tries to find the connection and the difference between these three aspects. The "gentleman personality" in the evaluation goal is the starting point and the foothold of the Confucian moral education evaluation activity, and "the gentleman does not have the instrument" is the foundation of realizing the gentleman personality, "the jade personality" is the image expression of the "gentleman personality". It is the further sublimation of Gentleman. The evaluation standard is the requirement for the person to be evaluated around the evaluation goal in the process of evaluation, among which the summary of the view of justice and benefit, oneself and group, loyalty and forgiveness, honor and disgrace are the several standard requirements which are very important to investigate the personality of the gentleman. The evaluation method refers to what method should be adopted in the process of evaluation. This paper summarizes four typical Confucian evaluation methods, such as reflexive introspection, consistent words and deeds, and careful evaluation of people. In the second part, from the point of view of the lack of the traditional Confucian thought, it examines the problems existing in the evaluation of the students in the ideological and political course of middle school, summarizes the evaluation requirements are scattered, the evaluation index is vague, and the evaluation subject is not comprehensive. There is little connection between the students' evaluation of ideological and political course and the evaluation of students' comprehensive quality. In the third part, the content of the Confucian thought about the evaluation is introduced into the high school ideological and political course student evaluation, and the value is developed in the student evaluation, taking the high school ideological and political course as the carrier, This paper probes into how the Confucian moral education evaluation thought can be embedded in the students' evaluation of ideological and political courses, complements and perfects the evaluation system of ideological and political students, and provides a new way of thinking and method for the evaluation.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.2

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