德性论视阈下的学校道德教育研究

发布时间：2018-06-30 19:01

本文选题：德性论 + 规范论　；参考：《浙江理工大学》2015年硕士论文

【摘要】：道德教育自古有之，且道德人伦教化贯穿了古代中国的整个学校教育体系。近代以来，受西方教育制度影响，德育成为学校道德教育的专门课程。在培养合格公民、提高公民道德素质等方面起着积极作用。然而，，道德失范、诚信缺失等在一些领域存在；教育工作内容、方法等缺少人文关怀；效益至上、物质主义等观念加速人的异化等问题，都迫切需要寻求解决方式。学校道德教育是解决上述问题的主要阵地之一。文章通过分析当前学校道德教育现状，发现近代以来的学校道德教育多关注道德主体的外在行为，而忽视其内在品质的真正生成，体现出规范化的特征。如以教育主体自觉认识和遵守社会普遍要求的规范为教育目标；以社会普遍要求的规范性德目为教育内容；以说教、规劝等灌输法为主要教育方法；以考试分数为主要评价标准；以通常忽视受教育者主体能动性及其内在身心发展规律为教育过程等。如此，学校道德教育刚性有余而柔性不足，不易变通，且忽视人的主体性，以致走向困境。德性论哲学思想在中西方古代占有主导地位，通过着眼于内在品德对主体行为进行约束，恰好可以弥补规范论道德教育的不足，为解决学校道德教育困境提供一种新的理论维度。文章从德性论历史发展的角度出发，分析德性论作为解决学校道德教育困境的优势之所在，即关键在于德性论把握人的本性而非行为，探讨内在德性品质对人本身的发展意义。由此阐述理想的学校道德教育在于规范教育与德性教育的有机统一。学校道德教育目标具有层次性，以注重行为且知行统一为初级目标，以成就完善人格且过幸福生活为终极目标；学校道德教育原则包括防微杜渐等规范原则和诉诸自主等德性原则；学校道德教育内容则是在注重对规范知识的基础上，更加注重情感和意志的教育内容；学校道德教育过程更加关注教育主体的身心发展规律，分阶段、有侧重点地进行教学；对学校道德教育成效如何的评价标准不再是单一的考试分数，而是师生共同发展和社会道德风尚良好的双重评价标准。如是教育是解决社会道德问题的需要，也是解决学校道德教育困境的需要。
[Abstract]:Moral education has existed since ancient times, and moral ethics education runs through the whole school education system of ancient China. Since modern times, under the influence of western educational system, moral education has become the special course of school moral education. In the cultivation of qualified citizens, improve the moral quality of citizens and other aspects play an active role. However, some problems such as moral anomie, lack of honesty and credit, lack of humanistic care in educational work content, methods, efficiency supremacy, materialism, and so on, are urgently needed to seek solutions. School moral education is one of the main positions to solve the above problems. By analyzing the present situation of school moral education, this paper finds out that since modern times, the school moral education has paid more attention to the external behavior of the moral subject, but neglected the real generation of its internal quality, which reflects the characteristics of standardization. For example, the educational objective is to consciously understand and abide by the norms generally required by the society, to take the standard morality as the educational content, to preach, to exhort and so on, as the main educational method. Taking examination score as the main evaluation standard, and ignoring the subject's initiative and the inner law of physical and mental development of the educatee as the educational process, etc. In this way, the school moral education is more rigid, less flexible, and neglects the subjectivity of human beings, which leads to difficulties. The philosophy of virtue plays a leading role in the ancient times of China and the West. By focusing on the internal moral character to restrict the subject's behavior, it can make up for the deficiency of the moral education of normative theory. It provides a new theoretical dimension for solving the dilemma of school moral education. From the perspective of the historical development of the theory of virtue, this paper analyzes the advantage of virtue theory as a solution to the dilemma of moral education in schools, that is, the key lies in the theory of virtue to grasp human nature rather than behavior, and to explore the significance of intrinsic virtue quality to the development of human beings themselves. Therefore, the ideal school moral education lies in the organic unification of normative education and moral education. The goal of school moral education is hierarchical. The primary goal is to pay attention to behavior and the unity of knowledge and action, and the ultimate goal is to achieve perfect personality and lead a happy life. The principles of school moral education include the principles of prevention and self-control, the content of school moral education is based on the normative knowledge, and the content of emotion and will is paid more attention to. The process of school moral education pays more attention to the law of body and mind development of the main body of education, and carries on teaching in stages, with emphasis on teaching, and the evaluation standard of the effectiveness of school moral education is no longer a single test score. It is the double evaluation standard of the common development of teachers and students and the good social morality. If education is the need to solve social moral problems, it is also the need to solve the plight of school moral education.
【学位授予单位】：浙江理工大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G41

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