论道德移情能力及其培养

发布时间：2018-02-26 14:21

本文关键词： 道德移情能力必要性培养策略　出处：《河北师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：道德移情能力,是道德能力的重要组成部分,是个体在与他人交往的过程中,调动自己已有的认知,发挥自身的想象能力,把自我放置于他人的位置,体验他人的情感,针对他人的情绪情感状态,在自身产生的一种替代性情感反应能力。道德移情能力既包括认知成分也包括情感成分,是理性与感性两种力量相互协调、相互作用的结果。国内外学者对于移情的研究大多集中于移情产生的动态过程,以及影响因素,道德移情能力的研究相对缺乏且不成系统。所以,道德移情能力的研究,在道德教育领域具有理论意义和现实意义。本文的研究从能力、道德能力、以及道德移情能力理论入手,将理论与实践相结合,指出道德移情能力培养的必要性和有效途径。论文包含三大部分：第一部分,首先,对道德移情能力及其相关概念进行阐释。通过对道德移情能力涵义的分析、以及道德移情能力与道德能力、与同情的比较研究,对道德移情能力进行了概念的解读。其次,在概念界定的基础上得出道德移情能力的四个特征即：道德情感与道德认知、道德判断与观点采择、道德主体的想象与客观现实、先天遗传与后天教育的统一。最后,在严谨的分析道德移情能力的概念后,指出它的四大结构要素：观点采择能力、想象力、道德情感分享与共鸣能力、情绪调节能力。第二部分,阐述提高道德移情能力的必要性和可行性。首先,从道德移情能力与亲社会行为,与道德能力关系的角度,说明提高道德移情能力是培养亲社会行为和提高道德能力的必然要求。其次,结合道德教育现状,阐述提高道德移情能力是扭转转型期社.会道德现状、克服传统道德教育偏重道德知识传授的弊端、落实基础教育德育课课程标准的要求。最后,从人类情绪情感的感染性以及能力的可塑性角度,分析得出道德移情能力的培养的具有可行性的。第三部分,以前三部分的论述为基础,广泛借鉴社会学、伦理学、心理学、教育学等学科的相关知识,针对当前道德教育存在的弊端,提出培养道德移情能力的策略。首先,是道德情境的选择。道德情境对于道德移情能力的培养有重要的作用,所以,要在设置的与真实的道德情境中培养道德移情能力。其次,引导学生在与他人的情感共鸣中形成和发展道德移情能力,通过角色扮演与教育模拟、情绪追忆与升华、对他人语言表征与微表情的理解提升道德移情能力。最后,在教师移情能力的感染中培养学生道德移情能力。教师在与学生的交往中,通过自身高水平的道德移情能力感染学生,促进学生道德移情能力的发展。
[Abstract]:The ability of moral empathy is an important part of moral ability. It is an individual who, in the process of interacting with others, exerts his own cognition, exerts his own imagination, puts himself in the position of others, and experiences the feelings of others. The ability of moral empathy includes both cognitive and emotional components, which is the coordination between rational and emotional forces. The results of interaction. Domestic and foreign scholars mostly focus on the dynamic process of empathy, as well as the influence factors, the study of moral empathy ability is relatively lacking and not systematic. Therefore, the study of moral empathy ability, It has theoretical and practical significance in the field of moral education. Based on the theory of ability, moral ability and moral empathy ability, this paper combines theory with practice, and points out the necessity and effective way of cultivating moral empathy ability. The thesis consists of three parts:. The first part, first of all, explains the moral empathy ability and its related concepts, through the analysis of the meaning of moral empathy ability, as well as the comparative study of moral empathy ability and moral ability, and sympathy. Secondly, on the basis of the definition of the concept, four characteristics of moral empathy ability are obtained: moral emotion and moral cognition, moral judgment and point of view selection, imagination and objective reality of moral subject. Finally, after a rigorous analysis of the concept of moral empathy, the author points out its four structural elements: the ability to take ideas, imagination, the ability to share and resonate with moral emotions, and the ability to regulate emotions. The second part, expound the necessity and feasibility of improving moral empathy ability. First, from the angle of moral empathy ability and pro-social behavior, and moral ability, It shows that improving the ability of moral empathy is the inevitable requirement of cultivating pro-social behavior and improving moral ability. Secondly, according to the present situation of moral education, it is expounded that improving the ability of moral empathy is to reverse the social and moral status quo in the transformation period. In order to overcome the disadvantages of traditional moral education, and implement the curriculum standard of moral education in basic education, finally, from the point of view of the infectivity of human emotion and the plasticity of ability, It is concluded that the cultivation of moral empathy ability is feasible. The third part, on the basis of the exposition of the previous three parts, draws lessons from the relevant knowledge of sociology, ethics, psychology, pedagogy and so on, and puts forward the strategy of cultivating the ability of moral empathy in view of the drawbacks of the current moral education. Moral situation is the choice of moral situation. Moral context plays an important role in the cultivation of moral empathy ability. To guide students to form and develop moral empathy ability in emotional resonance with others, through role playing and educational simulation, emotional recall and sublimation, and language table of others. Finally, to cultivate students' moral empathy ability in the infection of teachers' empathy ability. In the interaction with students, teachers infect students through their own high level of moral empathy ability. To promote the development of students' moral empathy ability.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G41

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