论关注意义的道德教育

发布时间：2018-07-08 13:00

本文选题：意义 + 意义失落　；参考：《东北师范大学》2008年博士论文

【摘要】： 当下对学校德育的种种批判不绝于耳,关于道德教育的论说与想象似乎也陷入了喋喋不休而又令人失望的境地,尽管如此,对于如何重新唤醒道德教育的生命力仍然是热衷于道德教育的研究者孜孜以求的目标。本篇论文便是致力于唤醒道德教育生命力的一种尝试,旨在通过构建关注意义的道德教育以提升学校育人质量,使学校德育焕发出应有的生机,重拾道德教育的本真意蕴,以期改变学校德育实效性长期低靡的现实。全文共分为五章对“关注意义的道德教育”进行阐述。第一章是对意义理论的本体解读。这部分内容为接下来在道德教育中研究意义问题提供了理论支撑。关于意义问题的研究,比较系统而又深入的要数哲学,因此,本章便从哲学的视角来解析意义的内涵、意义世界的特征以及个体意义世界形成所具有的一般特点。第二章是对偏离意义追求的现代人之意义世界的省察。首先较详细地阐述了人是意义的存在,在此基础上以“意义世界的特征”为标尺衡量当下人们的意义世界,得出的结论是现代人正面临着严重的意义危机。具体表现为,其一是成人世界的意义危机,从人与超越性精神追求、与价值标准、与道德、与自然、与社会、与自我反思的疏离等几个方面加以论述;其二是青少年世界的意义盲点,分别对青少年学生在理想、思想观念、责任感、正义感、人生价值观等几个方面存在的意义问题加以阐述,最后,分别从文化、经济、科技等几方面对意义危机产生的原因进行了分析。第三章是对偏离意义引领的学校德育现实图景的描述。在明了当下人们意义失落的严俊现实的同时,本章主要目的就是考察现行的学校德育是否担负起了意义引领的职责。为了充分完整地说明这个问题,笔者从德育目标中意义的失落开始,分别对德育内容、德育方式方法、德育主体——教育者眼中的意义失落之现实状况进行了疏理与阐述,进而表明学校德育面临人们的意义危机是不作为的,不仅不作为而且根本没有完成好自身的“本职使命”,即在道德教育的过程中,无论是道德规范教育还是价值观念的培养都缺少必要的意义引导,没有揭示出规范与价值体系的深层意蕴,没有真正地触及道德学习主体的精神世界,没有关注道德学习主体理解活动的发生,这是学校德育实效性低下的根本原因;在此基础上对学校德育各个环节中意义引领失落的影响因素进行了分析,主要包括教育者方面的原因,家长与社会方面的原因,科技、文化、经济方面的原因、学校教育整体的功利化倾向以及对道德教育本真涵义的曲解。第四章是对关注意义的道德教育的理论构建。本章着重提出了是否关注意义是区分不同道德教育的重要标准,并以其为标准将道德教育划分为两大类,在此基础上集中回答了在道德教育中为什么要关注意义;关注意义的道德教育是什么样的,具有怎样的特征以及关注意义的道德教育的最终发展目标是如何设定的。第五章是对关注意义的道德教育的策略构建。应该说,关注意义的道德教育的成功进行,需要学校德育各个环节,方方面面的调整或变革,笔者择其要者并尝试性提出,“意义论”德育理念的确立是关注意义的道德成功进行的前提;理解是关注意义的道德成功进行的基础;意义充盈的德育活动是关注意义的道德教育成功进行的主要途径;智慧型教师是关注意义的道德教育成功进行的主体保证。在此基础上,又具体探讨了意义论德育理念的实践形态;提出了有助于道德学习主体理解活动发生的教育方式方法——对话交往与生命叙事;在提升德育活动质量的思考中,笔者指出真实的道德冲突与情境化道德教学是德育活动质量提升的两翼,最后对智慧型教师应具备的素养以及培养策略提出了简略的构想。至此,本文提出的“道德教育要成就人则必须要关注意义”的核心思路有了较为完整地展现,期许这一理论上的新意能够在现实道德教育活动中展现其真正的实践魅力。
[Abstract]:At present, the criticism of school moral education is all over the ear. The argument and imagination of moral education seem to have fallen into the chatter and disappointing situation. However, how to reawaken the vitality of moral education is still the goal of the researchers who are keen on moral education. An attempt to awaken the vitality of moral education aims at improving the quality of school educating people by constructing the moral education of concern, making the school moral education radiating its due vitality and regaining the true meaning of moral education, in order to change the reality of the long-term low popularity of the school moral education.
The full text is divided into five chapters to elaborate on "moral education of concerned significance".
The first chapter is an ontological interpretation of the theory of meaning. This part provides a theoretical support for the study of meaning in moral education. The research on meaning is a systematic and in-depth study of philosophy. Therefore, this chapter analyses the meaning, the characteristics of the meaning world and the individual meaning from the philosophical perspective. The general characteristics of the formation of the boundary.
The second chapter is the inspection of the meaning world of the modern man who deviates from the meaning of the deviation. First, it expounds the existence of human meaning in detail. On this basis, the meaning world is measured by "the characteristics of the meaning world", and the conclusion is that modern people are facing a serious crisis of significance. The meaning crisis of the world, from the pursuit of human and transcendental spirit, and the standard of value, morality, nature, society, and self reflection, and other aspects, the second is the blind spot of the youth world, and there are several aspects of the youth students in their ideals, ideas, sense of responsibility, sense of justice, and values of life, etc. Finally, the reasons for the crisis of meaning are analyzed from the aspects of culture, economy and science and technology.
The third chapter is the description of the realistic picture of the school moral education which is led by the deviation of meaning. At the same time, the main purpose of this chapter is to investigate whether the current school moral education takes the responsibility of leading the sense. In order to fully and completely explain the problem, the author's loss of meaning in moral education aims to fully and completely. At the beginning, the moral education content, the way of moral education, the main body of the moral education, the reality of the sense of loss in the eyes of the educator, were explained and explained, and then it showed that the moral education of the school was not done, not not only, but not to complete its own "duty", that is, in moral education. In the course of the course, both moral education and the cultivation of values are lack of necessary significance guidance, not revealing the deep meaning of the standard and value system, not really touching the spiritual world of the subject of moral learning, and not paying attention to the birth of the understanding activities of the subject of moral learning. This is the fundamental reason for the low effectiveness of school moral education. On the basis of this, the factors influencing the loss of meaning in school moral education are analyzed, including the reasons of the educator, the reasons of the parents and the society, the reasons of science and technology, culture and economy, the utilitarian tendency of the school education as a whole and the misinterpretation of the true meaning of the moral education.
The fourth chapter is the theoretical construction of moral education of concern. This chapter focuses on whether the importance of meaning is to distinguish the important standards of different moral education, and the moral education is divided into two categories according to its standard. On this basis, it focuses on the reason why the moral education should pay attention to the significance of moral education; what is the moral education concerned with the significance of the moral education? What are the characteristics and the ultimate goal of moral education in the sense of concern?
The fifth chapter is the strategic construction of moral education for the meaning of concern. It should be said that the success of moral education, which is concerned with meaning, needs every link of school moral education, the adjustment or change of all aspects. It is the basis of moral success that pays attention to meaning; the full meaning of moral education is the main approach to the success of moral education that pays attention to meaning; the intelligent teacher is the main guarantee for the success of the moral education that pays attention to the meaning. On this basis, it discusses the practical form of the concept of moral education in the meaning theory, and puts forward the help of morality. In the thinking of improving the quality of the moral activities, the author points out that the real moral conflict and the situational moral teaching are the two wings of the quality improvement of the moral activities. Finally, the author puts forward a brief introduction to the literacy and training strategies of the intelligent teachers. Conceive.
At this point, the core idea of "moral education to make people have to pay attention to the meaning" has been completely unfolded, and the new idea in this theory is expected to show its real practical charm in the practical moral education activities.
【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G41

【引证文献】