道德量化评价的反思与超越

发布时间：2018-06-25 16:43

本文选题：中小学 + 道德教育　；参考：《华东师范大学》2011年博士论文

【摘要】：受科学主义思潮和回归生活思想等方面的影响,目前道德量化评价在我国中小学道德教育中得到了广泛的运用。在实践上,它能将道德教育的“软任务”变成所谓的“硬指标”,从而能够“客观”地反映学生的道德状况和道德教育的成效,并对维护学校纪律和进行课堂控制起到一定的积极作用。然而,道德量化评价却不能有效地促进学生的道德发展。相反,还有可能会导致一些不良后果：它易使学生将追求道德分数当作道德教育的目的,把道德当工具,从而误解道德的本质；产生伪善行为,不利于培养学生健康的独立人格。同时,它也可能导致学校道德教育追求短期效应,易使学校道德教育简单化和浅薄化,不利于共同致力于学校道德教育,等等。道德量化评价主要是建立在行为主义心理学基础之上的。教师通过道德量化评价对学生的预期行为进行控制,即只有学生表现出教师所期望的行为时,才能获得以道德分数方式呈现出的肯定性评价。这种控制可能对学生的行为习惯养成和纪律教育有某种积极意义,尤其是在矫正年幼学生的不良行为习惯方面甚至可能取得立竿见影的效果,但控制是无助于学生道德发展的。因此,道德量化评价在道德教育中的流行,实乃误解了它在道德教育中的作用。作为一种道德教育方法,道德量化评价有悖于道德的本质特征。道德是“出乎道德”与“合乎道德”的统一,亦即评价一种行为是否为道德行为,不仅要看行为本身是否“合乎道德”,更重要的是必须省察主体的行为动机是否“出乎道德”。同时,只有意志自由的行为才能接受道德评价。但是,道德量化评价却将所有“合乎道德”的行为都赋予了道德价值,而忽略了对其意志是否善良的省察。另一方面,学校道德教育旨在使学生过完满的生活。因此,道德教育应引导学生对德性生活的向往和构建,培养学生健康的独立人格,帮助学生学会共同生活,而不是基于道德分数的算计和得失。因此,作为一种外部强化手段,道德量化评价并不能有效地促进学生的道德发展,达成学校道德教育的目的。倘若道德教育将它推到愈高的位置,那么就离道德教育的目标愈远。这样一来,在学校道德教育中,学校和教师应摒弃和超越作为外部控制手段的量化评价方式,采取合格性评价,正确厘清道德的边界,并实现道德评价的重心由“评学”向“评教”的转变。
[Abstract]:Under the influence of scientism and the thought of returning to life, the quantitative evaluation of morality has been widely used in the moral education of primary and secondary schools in our country. In practice, it can change the "soft task" of moral education into a so-called "hard target", so that it can objectively reflect the moral status of students and the effectiveness of moral education. And to maintain school discipline and classroom control play a positive role. However, the quantitative evaluation of morality can not effectively promote the moral development of students. On the contrary, it may lead to some undesirable consequences: it makes students tend to misunderstand the nature of morality by using the pursuit of moral scores as the purpose of moral education, morality as a tool, and hypocrisy. It is not conducive to the cultivation of students' healthy independent personality. At the same time, it may lead to the pursuit of short-term effect of school moral education, easy to make the school moral education simple and shallow, is not conducive to joint efforts in school moral education, and so on. The quantitative evaluation of morality is mainly based on behaviorism psychology. Teachers control the expected behavior of students through the quantitative evaluation of morality, that is, only when the students show the expected behavior of teachers, can they obtain the positive evaluation presented by the way of moral scores. This kind of control may have some positive significance to students' behavior habit formation and discipline education, especially in correcting the bad behavior habits of young students, it may even get immediate effect, but it is not helpful to the students' moral development. Therefore, the popularity of quantitative moral evaluation in moral education is a misunderstanding of its role in moral education. As a method of moral education, the quantitative evaluation of morality is contrary to the essential characteristics of morality. Morality is the unity of "moral" and "moral", that is, whether an act is moral or not depends not only on whether the act itself is "moral", More importantly, it is necessary to examine whether the subject's motives are "out of virtue". At the same time, only the behavior of free will can accept moral evaluation. However, the quantitative evaluation of morality assigns moral value to all "moral" behaviors and neglects the examination of whether their will is good or not. On the other hand, school moral education aims to make students live a full life. Therefore, moral education should guide students' yearning and construction of moral life, cultivate students' healthy independent personality, and help students learn to live together, not based on the calculation and loss of moral scores. Therefore, as an external means of strengthening, the quantitative evaluation of morality can not effectively promote the moral development of students and achieve the purpose of moral education in schools. If moral education pushes it to a higher position, it is farther from the goal of moral education. In this way, in school moral education, schools and teachers should abandon and transcend the quantitative evaluation methods as external control means, adopt qualified evaluation, and clarify the boundaries of morality correctly. The emphasis of moral evaluation is changed from "evaluation of learning" to "evaluation of teaching".
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：G41

【引证文献】