论学校德育的实效性

发布时间：2018-01-10 21:35

本文关键词：论学校德育的实效性　出处：《山东师范大学》2007年硕士论文　论文类型：学位论文

【摘要】： 道德教育问题是我国教育界及整个社会关注的热点问题,而德育实效性又是道德教育的重点和难点。什么是德育实效性,怎样衡量德育实效性,当前学校德育实效性不佳的成因是什么,如何提高学校德育的实效性,对这些问题,德育理论工作者和实际工作者还缺乏深入的研究,从而造成在实际德育工作中的许多失误,影响了学校德育的实效性。基于对道德教育本身的理解,以及反省总结20年来我国德育研究的成果,我们认为:德育实效性是针对德育目标而言的,判定德育实效性的高低,要考虑是否很好地完成了德育目标。德育目标具有三个层次:首先是有效促进学生道德品质的成长与发展;其次是通过提高学生的道德水平来促进整个社会道德水平的提高;最后是以最小的时间投入获得最佳的效果和效益,取得较高的德育效率。因此,我们应从三个维度去衡量德育的实效性,即内在效果、外在效益和德育效率。内在效果是衡量德育效果的基本尺度,是指教育要求能否顺利地转化为学生个体的思想和道德素质,即是否实现了“内化”。怎样才算内化,又有两个衡量标准:从横的方面来说,看构成品德的各基本要素知、情、意、行等是否统一;从纵的方面来说,看个体的道德水平是否是自律的。外在效果是指是否通过提高学生的思想和道德素质,促进了整个社会精神文明水平的提高。这也是衡量内在效果的一个重要指标,因为内在效果要通过外在的效益表现出来。德育效率是指以最小的时间投入获得最佳的效果和最大的效益。运用以上三个维度不难考察出,当前我国学校德育实效性是不佳的。表现在:内在效果差,学生思想品德状况与社会和学校对他们的要求存在着较大距离;整体社会道德水平不容乐观;学校德育效率低。导致学校德育实效性不佳的原因很多,但我们认为观念的问题才是根本原因。当今社会形势发生了深刻的变化。在经济领域市场经济体制的确立与发展,必然呼唤人的主体意识的觉醒;随着社会的日益开放及科技、信息化时代的到来,人们面临着更多的价值冲突和价值多元,必然要求被赋予更多的选择价值趋向的权力。当今的学生与以往的学生相比也有了很大的不同,他们愈来愈要求表达自己的选择愿望和选择权利,也愈来愈自觉地承担自己选择的后果。社会形势及学生的变化,都对学校道德教育提出了冲击与挑战。但我们的学校道德教育从观念到实践上并没有做好应对的准备,仍是一种无人的道德教育。之所以造成德育中无人,从根本上剖析,是受工具性教育的影响。只要工具性教育观念不转变,德育就无法以关怀人的成长为根本目的,德育也就不可能取得实效。基于以上分析,对如何提高学校德育实效性提出如下对策性建议:首先,确立以人为本的德育观。德育以人为本,是由教育的本质、功能和价值决定的;是借鉴西方人文主义教育思潮重人性培养的历史而提出的;也是针对当前学校德育中无人之弊端而提出的。其次,将以人为本的德育观转化为学校道德教育的实践,就必须贯彻几个最基本的德育原则,即主体性原则、实践性原则、道德教育的心理学化原则和整体性原则。贯彻这几个基本原则,虽不能保证提高德育的实效性,但不尊重这些原则必然会导致德育的低效。
[Abstract]:Moral education is a hot topic in the educational circles of China and the attention of the whole society, and the effectiveness of moral education is the key and difficult point of moral education. What is the effectiveness of moral education, how to measure the effectiveness of moral education, what is the cause of the poor effectiveness of school moral education, how to improve the effectiveness of school moral education, on these issues. Lack of moral education theory workers and practical workers in-depth research, resulting in many mistakes in the practice of moral education, influence the effectiveness of school moral education.
On the moral education based on the understanding and reflection summary of 20 years of research results of moral education in our country, we think that the effectiveness of moral education is the goal of moral education is concerned, to determine the effectiveness of moral education level, to consider whether the well completion of the moral education goal. The goal of moral education has three levels: the first is effective in promoting growth with the development of the students' moral quality; second is to promote the moral level of the whole society by improving students' moral level; finally get the best effect and benefit with minimum time investment, obtain higher efficiency of moral education. Therefore, the effectiveness of the three dimensions we should measure of moral education, namely intrinsic effect, external benefit and the efficiency of moral education. The internal effect is the basic measure of the effect of moral education, refers to education can smoothly into the students' individual ideological and moral qualities, which is realized in " ". what is the internalization and two measures: from the horizontal aspect, see the composition of the basic elements of moral knowledge, love, meaning, such as whether the unified; on the other hand, individual moral level is self-discipline. The external effect refers to whether by students ideological and moral quality, promote the whole society to raise the level of spiritual civilization. This is also an important index for the internal effect, because of the intrinsic effect should be demonstrated by external benefit. Moral education efficiency refers to obtain the best results and maximum benefits with the minimum investment of time. Using the above three dimensions is not difficult to see at present, our school moral education effectiveness is poor. In: internal effect is poor, students' Ideological and moral character of the society and the school has a greater distance to their demands; overall level of social morality is not optimistic; School Moral Education The efficiency is low.
There are many reasons leading to poor effectiveness of moral education in schools, but we think the concept of the problem is the fundamental reason. Profound changes of the social situation. The establishment and development of market economy in the economic field, people will call for awakening; with the increasingly open society and science and technology, the advent of the information age, people faced with more value conflicts and value pluralism, must be given more choice of value tendency of power. The students compared with former students also made a big difference, they increasingly demand of desire and right to choose their own choice, also more and more consciously bear the consequences of their choice of social change. And the situation of students, put forward the impact and challenge of school moral education. But our school moral education from concept to practice is not ready, still It is a kind of unattended moral education. The reason that causes no one in moral education is fundamentally influenced by instrumental education. As long as the concept of instrumental education is not changed, moral education can not take care of human growth as the fundamental purpose, and moral education is impossible to achieve actual results.
Based on the above analysis, put forward the following countermeasures on how to improve the effectiveness of school moral education suggestions: first, to establish a people-oriented concept of moral education. Moral education is people-oriented, from the essence of education, function and value of the decision; the western humanism education thought of human history and culture re proposed; but also for the shortcomings of the one in school moral education it is put forward. Secondly, the human-oriented moral education concept into practice of school moral education, moral education must implement several fundamental principles, namely the principle of subjectivity, the principle of practice, the psychology principle and the whole principle of moral education. To implement these basic principles, there is no guarantee that enhance the effectiveness of moral education but, do not respect these principles will inevitably lead to the inefficiency of moral education.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G41

【引证文献】