小学品德课中的美德教学研究

发布时间：2018-04-05 15:28

本文选题：美德教学　切入点：品德课　出处：《华东师范大学》2017年硕士论文

【摘要】：随着美德伦理学的复兴和国家对传统美德的重视,美德教育也逐渐成为当前教育研究关注的重要议题。已有的研究主要对美德的概念、美德的可教性以及美德教育或教学的策略和路径进行了广泛而深入的讨论,但也存在两种倾向:一是忽视美德的内在性质,将美德教育混同于一般意义上的道德教育;二是较少对真实课堂中的美德教学过程进行实证的研究。有鉴于此,本研究主要立足于小学品德课,描述与解释有关美德主题的课堂教学过程,并从美德本身的性质出发,对这些过程进行批判性的反思和建设性的建构。本研究探讨的主要是道德美德(而不是理智美德),即道德意义上的优秀品质。一般来说,它具有四个特征:超义务的卓越、相对自己的适度、高度稳定的行动、多维倾向的统一。为了研究的便利,首先选取了上海教育出版社的《品德与社会(试用本)》(1—5年级),运用内容分析法对其中涉及的美德主题进行了筛选和整理;然后通过目的抽样,选取了 17位教师的课堂教学进行观察,观测点聚焦于教师对美德主题的理解和教学方法的运用。在观察过程中收集课堂实录与相应的教学设计,并对其进行编码归类和描述分析。通过对教材、课堂实录以及教学设计的综合分析,研究发现:(1)美德主题在小学《品德与社会》教材中所占比重约达35%,主要涉及感恩、孝敬、诚信、尊重、爱集体、爱国、友爱和睦等11个美德德目。(2)教师对美德主题的理解倾向于从"行为"要素进行界说,普遍具有"美德落实于行动"的意识;对道德层次不做过多区分,多停留在"义务道德"层面;教师理解美德主题的道德思维呈现出"结果论"与"非结果论"两种倾向;教师对"关联知识"的关注差异较大。(3)教师常用的美德教学方法是讲授、问答、小组合作、道德叙事、学生经验交流,较少使用趣味游戏、角色扮演、情景体验等方法。(4)教材的编写方式、教师对学情的判断和对美德主题理解的差异都会影响美德教学过程的展开。从美德本身的性质来看,当前小学品德课中的美德教学尚存在以下问题:第一,教师对美德主题的理解定位在义务道德层次,没有关注到美德的超义务层次,并忽视二者的关联。第二,教师关注行动的重要性,却把行动简化为"做"事情,而不是有明智参与和情感敏感性的"审慎"行动。第三,教师设置的问题情境冲突性不够或者缺乏两难要素。第四,道德叙事沦为简单的道德说教或道德规则的告白,破坏了美德多维倾向的统一。不仅仅如此,美德在课堂中的可教性,存在内涵、程度以及时空的限度。要克服上述问题、突破这种限度,更好地帮助学生习得美德,就需要在课堂中注意通过完整的道德叙事理性地传递美德,借助冲突的问题情境促进学生道德判断的发展,并提供更为丰富多样的实践机会。
[Abstract]:With the revival of virtue ethics and the emphasis on traditional virtue, virtue education has gradually become an important topic of educational research.The existing studies mainly discuss the concept of virtue, the teachability of virtue, and the strategies and paths of virtue education or teaching, but there are two kinds of tendency: one is to ignore the intrinsic nature of virtue,Moral education is confused with moral education in general sense, and the second is less empirical research on the process of virtue teaching in real classroom.In view of this, this study is mainly based on the moral lessons in primary schools, describes and explains the classroom teaching process on the subject of virtue, and carries on a critical reflection and constructive construction on these processes from the perspective of the nature of virtue itself.This study focuses on moral virtue (not intellectual virtue), that is, moral excellence.Generally speaking, it has four characteristics: superfluous excellence, relative moderation, highly stable action, and unity of multidimensional tendencies.In order to facilitate the research, the author first selected the moral character and Society (trial Edition) of Shanghai Education Publishing House, and used the content analysis method to screen and sort out the topics of virtue involved in them, and then through the purpose sampling,The observation points focus on the teachers' understanding of the subject of virtue and the application of teaching methods.In the course of observation, the classroom record and the corresponding teaching design are collected, classified and described.Through the comprehensive analysis of teaching materials, classroom records and teaching design, it is found that the theme of virtue accounts for about 35% in the textbook of moral character and Society in Primary School, which mainly involves gratitude, filial piety, honesty, respect, love for collectives and patriotism.Teachers' understanding of the subject of virtue tends to be defined by the elements of "behavior", and they generally have the consciousness of "virtue is carried out in action", and they do not distinguish too much from the moral level.The moral thinking of teachers' understanding of the subject of virtue shows the tendency of "result theory" and "non-result theory".Teachers pay more attention to "relevance knowledge" than others. (3) the common methods of virtue teaching for teachers are lecturing, question and answer, group cooperation, moral narration, exchange of students' experience, less use of interesting games, role playing, etc.The writing method of teaching material, the teacher's judgment of learning situation and the difference of understanding the subject of virtue will affect the process of virtue teaching.According to the nature of virtue itself, there are still some problems in virtue teaching in primary school. Firstly, teachers' understanding of the subject of virtue is located at the level of obligation and morality, and they do not pay attention to the level of superobligation of virtue.And ignore the connection between the two.Second, the teacher pays attention to the importance of action, but simplifies action as "doing" rather than "prudent" action with sensible participation and emotional sensitivity.Third, the teachers set the problem situation conflict is not enough or lack of dilemmas.Fourthly, moral narration degenerates into simple moral preaching or declaration of moral rules, which destroys the unity of multi-dimensional tendency of virtue.Not only that, but also the teachability, connotation, degree and space-time limit of virtue in class.In order to overcome the above problems, break through these limits and help students acquire virtue better, we should pay attention to the rational transmission of virtue through complete moral narration in the classroom, and promote the development of students' moral judgment by means of the conflict problem situation.And provide more rich and diverse practice opportunities.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.15

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