德育生态论
发布时间：2018-08-22 14:26
【摘要】： 进入新世纪,我国对德育理论和实践问题的关注被提到了新的高度。研究者不再停留在对经典著作的注解和西方理论的传递和解释上,而是立足于新世纪的教育现实和社会现实,尝试进行系统性的本土德育理论探索和建构;实践工作者也不再停留在“晓之以理、动之以情、导之以行、持之以恒”十六字方针上,而是基于主体性德育理论等新的理论成果,开始综合考虑教师和学生在德育中的地位及其相互作用。在此背景下,我们需要寻找新的路径,进行德育理论的系统研究,并努力建构具有指导意义的基本德育实践模式。 本研究所要解决的核心问题是探明德育生态的本质和德育生态系统的要素、结构,过程和功能,建立德育生态论理论体系;在此基础上,建构出初步的德育生态实践模式。 本研究的基本思路是基于我国以市场化、国际化、知识化和多元化为主要特征的社会背景以及当前建设和谐社会的要求,以生态论为理论基础,以德育生态为研究主题,从德育生态理论的系统建构和德育生态实践模式建构两个层面,结合理论探索和实证研究,建立初步的具有一定创新性的德育生态理论与实践体系。 德育生态,指的是德育与其环境所形成的结构以及这种结构表现出来的功能关系。德育生态系统的基本要素是以教师为主体的社会道德建构、以学生为主体的个体道德建构、学校环境和社会环境。社会道德建构与个体道德建构共生共存;德育因素与学校环境因素和社会环境因素相互关联,构成德育生态系统的动态性整体结构。从系统的层次结构上看,德育生态系统包括秩序(传统、规范和制度)、关系(师生关系、生生关系和亲子关系)、意识(价值观和社会风气)三个层面。德育生态系统的过程,包括德育内容环境、能量流动、信息传递等方面,通过这些过程,德育生态系统将实现其以文化适应为本质的适应功能。德育生态系统的适应首先表现为德育系统对学校组织文化的适应,但其最终目标是对社会文化的适应。德育生态系统对社会组织的适应,体现为其对社会组织的同化和顺应,以及通过同化和顺应的不断展开而达到的动态平衡。 我国德育生态存在的问题,通过当前学校德育面临的矛盾体现出来。“道德首位”与“德育无位”的矛盾,反映出德育生态系统中德育因素与学校环境因素关系的不协调。德育政治化与德育生活化的矛盾,反映出德育生态系统中德育因素的社会道德建构与个体道德建构两个基本方面的关联性的缺失。“德育万能”与“德育无能”的矛盾,反映出德育生态系统功能的应然状态与实然状态的背离。思想统一与价值多元的矛盾,和德育政治化与德育生活化的矛盾一样,反映出德育生态系统中德育因素的社会道德建构与个体道德建构两个基本要素的关联性的缺失。“大德育”与“小德育”的矛盾所反映出的仍然是德育生态系统中德育因素的社会道德建构与个体道德建构两个基本要素的关联性的缺失。培养臣民的传统德育与培养公民的现代德育的矛盾反映出德育因素与社会环境因素的不协调。规范化德育模式与主体性德育模式的矛盾,所反映出的仍然是德育生态系统中德育因素的社会道德建构与个体道德建构两个基本要素的关联性的缺失。德育高要求与德育低投入的矛盾,反映出德育生态系统中的德育因素与学校环境因素(其它各育)的不协调。学校“主渠道”与校外影响的矛盾,反映了德育生态系统-学校生态系统-社会生态系统的关联性的缺失。 学校德育生态的根本问题是如何通过平等互动式道德建构,发挥德育生态系统的文化适应功能,从而实现德育生态系统的整体性动态平衡和可持续和谐发展。为了了解学校德育生态在秩序、关系和意识三个层次上的现状以及德育生态的适应功能的现状,我们使用《学校德育生态问卷》分别对学校教师和学生进行了调查。调查结果表明,在秩序、关系和意识三个层次上,学校德育面临的十大矛盾确实存在。初中生、高中生和教师的群体内差异不突出,但群体间差异显著。 学校德育存在的问题,可能是由下列因素造成的:传统教育学观点导致对德育生态系统要素及基本结构认识的模糊,学校德育对社会秩序变迁的不适应导致德育规则和制度的缺陷,对师生的地位和作用的认识偏差导致对师生关系、生生关系把握的错位或缺位,对价值多元化认识的缺乏导致德育生态系统意识层次的矛盾,对德育功能认识的缺乏影响德育生态系统文化适应功能的发挥。 针对学校德育生态存在的问题及可能的原因,在建构和谐德育生态的过程中,应采取如下策略或措施:社会道德建构与个体道德建构的共生共存,学校德育秩序的建构和德育制度的建设,道德生态系统中人际关系的改造和重建,多元化价值观的形成和学校德育内容的选择,德育生态系统文化适应功能的发挥。德育生态理论与实践模式的运用需要注意如下几点:正确理解并在实践中体现“以人为本”,重视德育制度的建设,重视养成教育,重视“公平正义”。
[Abstract]:In the new century, our country's attention to the theory and practice of moral education has been raised to a new height. Researchers no longer stay on the annotation of classics and the transmission and interpretation of Western theories, but based on the educational reality and social reality of the new century, try to carry out systematic exploration and construction of local moral education theory. Instead of staying on the 16-character principle of "knowing reason, moving emotion, guiding action and perseverance", we begin to consider comprehensively the status and interaction of teachers and students in moral education based on new theoretical achievements such as the theory of subjective moral education. Research and strive to build a guiding moral education practice mode.
The core problem to be solved in this study is to find out the essence of moral education ecology and the elements, structure, process and function of moral education ecology, and to establish the theoretical system of moral education ecology.
The basic idea of this research is based on the social background of our country which is characterized by marketization, internationalization, knowledge and pluralism, and the requirement of building a harmonious society at present. It is based on the theory of ecology and takes the ecology of moral education as the research subject. It is concluded from two aspects: the systematic construction of the theory of ecology of moral education and the construction of the practice model of ecology of moral education. We should explore rationally and empirically and establish a preliminary and innovative ecological theory and practice system of moral education.
Moral education ecology refers to the structure formed by moral education and its environment as well as the functional relationship displayed by this structure. The basic elements of moral education ecology are the social moral construction with teachers as the main body, the individual moral construction with students as the main body, the school environment and the social environment. Moral education factors are interrelated with school environment factors and social environment factors, forming a dynamic overall structure of the moral education ecosystem. The process of the moral education ecosystem includes the content and environment of moral education, the flow of energy, the transmission of information and so on. Through these processes, the moral education ecosystem will realize its adaptation function based on cultural adaptation. The adaptation of moral education ecosystem to social organizations is embodied in its assimilation and adaptation to social organizations, as well as the dynamic balance achieved through the continuous expansion of assimilation and adaptation.
The contradiction between "moral primacy" and "moral dislocation" reflects the disharmony between the moral education factors and the school environment factors in the moral education ecosystem. The contradiction between the politicization of moral education and the daily life of moral education reflects the moral education reasons in the moral education ecosystem. The contradiction between the omnipotence of moral education and the incompetence of moral education reflects the deviation between the proper state of the function of the moral education ecosystem and the actual state. The contradiction between "big moral education" and "small moral education" still reflects the lack of the correlation between the social moral construction of moral education factors and the individual moral construction in the moral education ecosystem. The contradiction between traditional moral education and modern moral education reflects the inconsistency between moral education and social environmental factors. The contradiction between standardized and subjective moral education still reflects the two basic elements of social moral construction and individual moral construction of moral education factors in moral education ecosystem. The contradiction between the high demand of moral education and the low input of moral education reflects the inconsistency between the moral education factors in the moral education ecosystem and the school environment factors (other education).
The fundamental problem of school moral education ecology is how to bring into play the cultural adaptation function of moral education ecosystem through equal and interactive moral construction so as to realize the overall dynamic balance and sustainable and harmonious development of moral education ecosystem. The results show that there are ten major contradictions in school moral education at three levels of order, relationship and consciousness.
The problems in school moral education may be caused by the following factors: the traditional pedagogical viewpoint leads to the vague understanding of the elements and basic structure of moral education ecosystem, the inadaptability of school moral education to the changes of social order leads to the defects of moral education rules and systems, and the misunderstanding of the status and role of Teachers and students leads to the relationship between teachers and students, students and students. The dislocation or absence of the grasp of the relationship, the lack of understanding of value pluralism lead to the contradiction of the consciousness level of the moral education ecosystem, and the lack of understanding of the moral education function affects the cultural adaptation function of the moral education ecosystem.
In view of the existing problems and possible causes of school moral education ecology, the following strategies or measures should be adopted in the process of building a harmonious moral education ecology: the coexistence of social moral construction and individual moral construction, the construction of school moral order and moral education system, the transformation and reconstruction of interpersonal relations in the moral ecosystem, and pluralism The formation of values and the choice of contents of moral education in schools and the exertion of cultural adaptation function of moral education ecosystem need to pay attention to the following points: correctly understanding and embodying "people-oriented" in practice, attaching importance to the construction of moral education system, cultivating education, and attaching importance to "fairness and justice".
【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G41
本文编号：2197367
[Abstract]:In the new century, our country's attention to the theory and practice of moral education has been raised to a new height. Researchers no longer stay on the annotation of classics and the transmission and interpretation of Western theories, but based on the educational reality and social reality of the new century, try to carry out systematic exploration and construction of local moral education theory. Instead of staying on the 16-character principle of "knowing reason, moving emotion, guiding action and perseverance", we begin to consider comprehensively the status and interaction of teachers and students in moral education based on new theoretical achievements such as the theory of subjective moral education. Research and strive to build a guiding moral education practice mode.
The core problem to be solved in this study is to find out the essence of moral education ecology and the elements, structure, process and function of moral education ecology, and to establish the theoretical system of moral education ecology.
The basic idea of this research is based on the social background of our country which is characterized by marketization, internationalization, knowledge and pluralism, and the requirement of building a harmonious society at present. It is based on the theory of ecology and takes the ecology of moral education as the research subject. It is concluded from two aspects: the systematic construction of the theory of ecology of moral education and the construction of the practice model of ecology of moral education. We should explore rationally and empirically and establish a preliminary and innovative ecological theory and practice system of moral education.
Moral education ecology refers to the structure formed by moral education and its environment as well as the functional relationship displayed by this structure. The basic elements of moral education ecology are the social moral construction with teachers as the main body, the individual moral construction with students as the main body, the school environment and the social environment. Moral education factors are interrelated with school environment factors and social environment factors, forming a dynamic overall structure of the moral education ecosystem. The process of the moral education ecosystem includes the content and environment of moral education, the flow of energy, the transmission of information and so on. Through these processes, the moral education ecosystem will realize its adaptation function based on cultural adaptation. The adaptation of moral education ecosystem to social organizations is embodied in its assimilation and adaptation to social organizations, as well as the dynamic balance achieved through the continuous expansion of assimilation and adaptation.
The contradiction between "moral primacy" and "moral dislocation" reflects the disharmony between the moral education factors and the school environment factors in the moral education ecosystem. The contradiction between the politicization of moral education and the daily life of moral education reflects the moral education reasons in the moral education ecosystem. The contradiction between the omnipotence of moral education and the incompetence of moral education reflects the deviation between the proper state of the function of the moral education ecosystem and the actual state. The contradiction between "big moral education" and "small moral education" still reflects the lack of the correlation between the social moral construction of moral education factors and the individual moral construction in the moral education ecosystem. The contradiction between traditional moral education and modern moral education reflects the inconsistency between moral education and social environmental factors. The contradiction between standardized and subjective moral education still reflects the two basic elements of social moral construction and individual moral construction of moral education factors in moral education ecosystem. The contradiction between the high demand of moral education and the low input of moral education reflects the inconsistency between the moral education factors in the moral education ecosystem and the school environment factors (other education).
The fundamental problem of school moral education ecology is how to bring into play the cultural adaptation function of moral education ecosystem through equal and interactive moral construction so as to realize the overall dynamic balance and sustainable and harmonious development of moral education ecosystem. The results show that there are ten major contradictions in school moral education at three levels of order, relationship and consciousness.
The problems in school moral education may be caused by the following factors: the traditional pedagogical viewpoint leads to the vague understanding of the elements and basic structure of moral education ecosystem, the inadaptability of school moral education to the changes of social order leads to the defects of moral education rules and systems, and the misunderstanding of the status and role of Teachers and students leads to the relationship between teachers and students, students and students. The dislocation or absence of the grasp of the relationship, the lack of understanding of value pluralism lead to the contradiction of the consciousness level of the moral education ecosystem, and the lack of understanding of the moral education function affects the cultural adaptation function of the moral education ecosystem.
In view of the existing problems and possible causes of school moral education ecology, the following strategies or measures should be adopted in the process of building a harmonious moral education ecology: the coexistence of social moral construction and individual moral construction, the construction of school moral order and moral education system, the transformation and reconstruction of interpersonal relations in the moral ecosystem, and pluralism The formation of values and the choice of contents of moral education in schools and the exertion of cultural adaptation function of moral education ecosystem need to pay attention to the following points: correctly understanding and embodying "people-oriented" in practice, attaching importance to the construction of moral education system, cultivating education, and attaching importance to "fairness and justice".
【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G41
【引证文献】
相关期刊论文 前7条
1 吴粲;;国内德育生态理论研究文献综述[J];滁州职业技术学院学报;2010年04期
2 蔡元森;黄正泉;;德育生态研究综述[J];湖南大众传媒职业技术学院学报;2013年02期
3 吴粲;;国内德育生态理论研究综述[J];晋城职业技术学院学报;2010年06期
4 郭邦福;;浅议中职德育实践中的生态观[J];职业教育研究;2011年09期
5 刘静;;大学生诚信教育生态链的形成机理分析[J];江苏高教;2011年05期
6 朱家安;;学校德育矛盾的调查与研究——以广西5所中学为例[J];教育探索;2011年12期
7 张华;;生态化综合:道德教育的视域转向与话语转型[J];西南民族大学学报(人文社会科学版);2013年03期
相关硕士学位论文 前5条
1 李伟;当代思想政治教育生态方法应用研究[D];西南大学;2011年
2 阎志斌;高职学生心理健康的微观生态系统构建[D];广西师范大学;2011年
3 盖小丽;高校德育生态问题研究[D];河北师范大学;2012年
4 庾春梅;城镇化背景下高中德育面临的挑战及对策[D];杭州师范大学;2011年
5 张帆;学校德育生态存在的问题及其优化对策[D];河北师范大学;2013年
，本文编号：2197367
本文链接：https://www.wllwen.com/jiaoyulunwen/jgkg/2197367.html
