学生道德生活视角下农村初中生诚信教育研究

发布时间：2019-06-15 06:55

【摘要】：鉴于诚信教育在社会主义核心价值观建构、农村城市化中道德观念建构、道德教育以及初中生人格健康发展上的重要地位,本研究试图综合运用文献法、观察法、深度访谈法和文本分析法,在道德生活视角下对农村初中生的诚信教育进行研究。研究主要分为两大部分,一是从思想品德课教学、学校制度规范维护和学校诚信榜样建立三个方面考察了学校诚信教育的现状；二是在考察的基础上,借助学生道德生活的视角对学校诚信教育的实质进行了思考。以期丰富学校诚信教育理论,改善学校诚信教育实践。在对思想品德课教学中的诚信教育的考察中发现：思想品德课教学中的诚信教育呈现出知识化的倾向。主要表现为：第一,把诚信教育目标以“考试题”的形式展现出来,这些题涉及到“识记”、“理解”和“运用”诚信知识；第二,把诚信教育的内容削减为有关诚信的知识,以便为“考试题”提供答案；第三,把诚信教育的方法简单化为“读读背背”；第四,把诚信教育评价变为“评分标准”,以便口头或纸笔测试学生掌握多少诚信知识。从对学生的影响来看,主要表现为：第一,学生对诚信教育目标的“激情”；第二,学生对诚信教育内容的“淡漠”；第三,学生对诚信教育方法的“麻木”；第四,学生对诚信教育评价的“焦虑”。从对思想品德课教学中诚信教育知识化的反思来看,主要有以下原因：第一,传统社会的文化模式为诚信教育知识化提供了基础；第二,科学主义使诚信教育知识化变得正当；第三,以升学率为目标的学校教育使诚信教育知识化得以强化。在对学校制度规范维护中的诚信教育的考察中的发现：学校制度规范维护中的诚信教育呈现出规训化的倾向。主要表现为：第一,对日常学习中诚信规范的“绷紧”;第二,对考试中诚信规范的“松弛”；第三,对人际交往中诚信规范的“忽视”。从对学生的影响来看,主要表现为：第一,学生对日常学习中诚信规范的“无奈”；第二,学生对考试中诚信规范的“藐视”；第三,学生对人际交往中诚信规范的“将信将疑”。从对学校制度规范维护中的诚信教育规训化的反思来看,主要有以下原因：第一,“经济人”观念为诚信教育规训化提供了目标；第二,“物化”观念为诚信教育规训化提供了支撑：第三,农村社会生活条件的欠发达使诚信教育规训化得以强化。在对学校诚信榜样建立中的诚信教育的考察中发现：学校教师有不诚信的现象。主要表现为：第一,“隐藏着的不诚信”——作秀的公开课；第二,“显露着的不诚信”——班主任的“管理艺术”；第三,“教唆学生不诚信”——学生必背的座谈内容。从对学生的影响来看,主要表现为：第一,学生对周身世界的怀疑；第二,学生对教师的怀疑；第三,学生对教师的隔离。从对学校教师不诚信现象的反思来看,主要原因有：第一,传统社会的长老权为教师的不诚信打开了缺口；第二,传统教育实践的式微促发了教师的不诚信。最后,在考察学校诚信教育现状的基础上,从学生道德生活的视角对诚信教育的实质进行了思考。思考的结果为：在学生道德生活视角下,诚信教育的价值应当是“成人”；诚信教育的目标应是要培养过诚信的道德生活的人；诚信教育的内容应是沟通现实道德生活与诚信道德生活的桥梁；诚信教育的方法应是帮助学生建构诚信的道德生活的活动；诚信教育中的师生关系应是共同过诚信的道德生活；诚信教育的途径应是建立诚信的教育系统。
[Abstract]:In view of the importance of honesty education in the construction of the core values of socialism, the construction of the moral concept in the rural urbanization, the moral education and the development of the personality of the junior high school students, this study tries to make a comprehensive use of the literature method, the observation method, the depth interview method and the text analysis method. The paper studies the honesty education of the junior high school students in the perspective of the moral life. The research is divided into two parts, one is the teaching of moral education, the maintenance of the school system and the establishment of the good example of the school, and the second is on the basis of the investigation. The essence of the school honesty education is thought through the angle of view of the student's moral life. In ord to enrich that theory of good faith education in the school and to improve the practice of the school's good faith education. In the study of the integrity education in the teaching of ideological and moral education, it is found that the integrity education in the teaching of ideological and moral education has the tendency of knowledge. The method mainly comprises the following steps of: firstly, displaying the integrity education target in the form of a "test questions", which relate to the "sense of knowledge", the "understand" and the "use" integrity knowledge; secondly, the content of the integrity education is reduced to the knowledge of the good faith so as to provide an answer for the "test questions"; and thirdly, The method of integrity education is simplified as a "read the back of the back"; fourthly, the integrity education evaluation is changed into a "scoring standard", so that the oral or the paper-pen test students can master how many good faith knowledge is mastered by the students. From the impact of the students, the main performance is: the first, the students' "passion" to the goal of honesty education; the second, the students' "apathy" to the content of the integrity education; the third, the students' "numb" to the credit education method; and the fourth, the students' "anxiety" to the credit education evaluation. In the light of the reflection of the knowledge of honesty education in the teaching of ideological and moral education, there are the following reasons: first, the cultural pattern of the traditional society provides the basis for the knowledge of the integrity education; secondly, the scientism makes the knowledge of the integrity education to be justified; and thirdly, The education of the school with the goal of raising the level of education has made it possible to strengthen the knowledge of the integrity education. In the study of honesty education in the maintenance of the system of the school system, it is found that the credit education in the maintenance of the school system has a tendency to be disciplined. The main performance is as follows: first, the "tension" of good faith norms in daily learning; second, the "slack" of good faith norms in the test; and thirdly, the "ignore" of good faith norms in the interpersonal communication. From the influence of the students, the main performance is as follows: first, the students' "helpless" to the good faith norms in the daily study; the second, the students' "to floust" to the good faith norms in the test; and thirdly, the students' "to doubt the letter" to the good faith norms in the interpersonal communication. In the light of the reflection of honesty education in the maintenance of the system of the school system, there are the following reasons: first, the idea of "economic person" provides the goal of "honesty education"; secondly, the concept of "materialization" provides support for the training of honesty education: third, The development of the living conditions of the rural society makes the education of good faith strengthened. In the study of the credit education in the establishment of the good example of the school, it is found that the school teachers have an insincere phenomenon. The main performance is as follows: the first, the "hidden unfaithful" _ shows the public class; the second, the "untrustworthy" _ class teacher's "management art"; the third, the "abetting the students from being honest" _ student must back the discussion content. From the impact of the students, the main performance is: first, the students' doubts about the world; secondly, the students' doubts about the teachers; and thirdly, the students' isolation to the teachers. In the light of the reflection of the unfaithful phenomenon of the school teachers, the main causes are: first, the elders of the traditional society have opened the gap for the teacher's non-credit; and secondly, the decline of the traditional education practice has promoted the teacher's insincere. Finally, based on the study of the present situation of the credit education of the school, the essence of the integrity education is thought from the perspective of the students' moral life. The result of thinking is that, in the view of the students' moral life, the value of the integrity education should be the "Adult"; the goal of the integrity education should be the person who should cultivate the moral life of good faith; the content of the credit education should be the bridge between the real moral life and the honest moral life; The method of honesty education should be to help the students construct the activities of the moral life of good faith; the teacher-student relationship in the integrity education should be the moral life of the common good faith; the way of the integrity education should be to establish the integrity education system.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G631

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