中小学课堂中的道德细节研究

发布时间：2018-08-31 11:55

【摘要】：中小学课堂中的道德细节统指在中小学课堂中,由课堂主体要素、知识要素、过程要素和情境要素之间相互作用而存在的涉及准则法度、礼节和气节、节操的微小事件、事项,具有存在的普遍性、发生的随机性、价值的内隐性及影响的持久性等特征。道德细节在中小学课堂中的存在有其可能性与必要性,因为首先道德细节能够体现教师的道德期待,对学生产生心理效应;其次道德细节能够满足学生的道德模仿需求,规范并强化学生言行;最后道德细节构成了课堂生活,培养完整的人,为课堂注入了柔和而非强制的道德因素。作为构成中小学课堂道德生活的因子,道德细节首先具有团体伦理维度,在“我们”的共同生活中发挥团体伦理价值,培养学生的集体主义意识、纪律精神和公正民主观念;其次具有交往伦理维度,在“我与你”的教育关系中发挥交往伦理价值,使学生在交往的细节中学会尊重、学会平等、学会关怀;最后具有个体伦理维度,在“我”的个人博弈与成长中发挥个体伦理价值,学生通过细节提升个体道德自律精神、增强生命意识、培养独立人格。然而中小学课堂中的道德细节的德育价值未得到充分发挥,种种细节的道德缺失现状令人堪忧,其一课堂成为“虚假的集体”,团体伦理价值丧失,表现为细节的群体自私性、他律性和官本位;其二,课堂悖离了理想的教育关系,交往伦理价值丧失,细节服务于教师、呈现出冷漠、聚焦于知识;其三,课堂忽略学生的个体存在,个体伦理价值丧失,表现为细节的标准化、形式化和功利化。反躬自省,中小学教师应引导学生通过“我们”的共同努力构建有机团结的班集体,利用班级规章制度的制定、奖励与惩罚的运用、监督与自治机制的建立等细节重拾蕴含的团体伦理价值;在“我与你”相遇的每个细节中建立和谐的课堂交往关系,通过相互尊重、人人平等及彼此关怀的细节发挥交往伦理价值;最后让“我”在真实的课堂生活中成为独立的“道德人”,使细节的个体伦理道德实现回归。
[Abstract]:The moral details in the primary and secondary school classroom refer to the minor events and matters that exist in the primary and middle school classroom, involving the rules, manners, and morals, which are interacted by the main elements of the classroom, the knowledge elements, the process elements and the situational elements. It has the characteristics of universality of existence, randomness of occurrence, recessive value and persistence of influence. The existence of moral details in primary and secondary schools has its possibility and necessity, because first, moral details can reflect teachers' moral expectations and produce psychological effects on students; secondly, moral details can meet the needs of students' moral imitation. In the end, moral details constitute classroom life, cultivate complete people, and inject soft rather than compulsory moral factors into the classroom. As a factor of moral life in primary and secondary schools, moral details have the dimension of group ethics, bring into play the value of group ethics in the common life of "us", and cultivate students' sense of collectivism, discipline and justice and democracy. Secondly, it has the dimension of communication ethics, exerting the value of communication ethics in the educational relationship of "me and you", so that students can learn to respect, equality and care in the details of communication; finally, they have the dimension of individual ethics. In the personal game and growth of "I", the individual ethical value is brought into play. The students promote the spirit of individual moral self-discipline, enhance the consciousness of life and cultivate independent personality through details. However, the moral value of moral details in primary and secondary schools has not been brought into full play, and the moral deficiency of all kinds of details is worrying. First, the classroom becomes a "false collective", and the group ethical value is lost, which is manifested by the group selfishness of details. Second, the classroom deviates from the ideal educational relationship, the communication ethical value loses, the detail serves the teacher, presents indifference, focuses on the knowledge; third, the classroom ignores the student's individual existence, the individual ethical value loses, Details are standardized, formalized and utilitarian. Reflection, primary and secondary school teachers should guide students through the "we" joint efforts to build organic unity of the class, the use of class rules and regulations, the use of rewards and punishment, Details such as supervision and the establishment of autonomous mechanisms regain the ethical value of the group; establish a harmonious classroom relationship in every detail "I and you" meet, through mutual respect, The details of equality and care for each other give play to the ethical value of communication, and finally let me become an independent "moral person" in the real classroom life, so that the individual ethics of detail can be returned.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G631

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