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找寻有效依据和基本支点 ——多样化时期中国道德教育理论构建研究

【作者】 侯洁

【导师】 王澍;

【作者基本信息】 东北师范大学, 教育学原理, 2019, 博士

【副题名】多样化时期中国道德教育理论构建研究

【摘要】 新中国成立七十年,是中国德育理论取得长足进步的七十年。经历了初创阶段、复苏与建构阶段、科学化与现代化阶段、多样化阶段,中国道德教育理论回应道德发展的时代要求、为德育实践提供行动指南,正走向现代化、人性化、科学化的统一。尤其是1996年后涌现的、具有中国特色的道德教育理论,是对当代道德教育实践的积极回应,具有一定的解释力和指导力。但是,多样化时期中国道德教育理论面临一些问题,如,道德教育的实践性有待发掘,知识化解决方式的实效性有待提高,理论本体的原创性有待加强等。归根结底,是对道德教育理论构建的有效依据和基本支点审视不清。基于以上认识,本研究提出重新审视道德教育理论构建的有效依据和基本支点。笔者假设道德教育理论构建需要考虑儿童现实的、可能的生存、生活需要,根据儿童道德观念如何产生。同时,道德教育理论构建需要关注儿童真实的道德体验,即,幸福体验和实用体验。本研究共分为五部分,定位是元研究,采用历史的与逻辑的相统一的原则。第一章是对道德教育理论的概念界定和本体解读。区分理论、教育理论和道德教育理论,阐述它们的主体类型,采用“由大到小”的分析方式。重点说明道德教育理论与德育理论不同。因为理论是实践活动在意识层面的反映,德育理论形态是由我国德育实践情况决定的,道德教育理论是“小德育”视域的理论形态。道德教育理论是关于道德教育的概念或原理体系,它为指导德育实践活动服务,是研究阐述德育的客观事实。第二章介绍多样化时期中国道德教育理论的进展、成就和主要问题,是关于我国道德教育理论发展历程的梳理。肯定多样化时期中国道德教育理论取得的成就与突破,并指出多样化时期中国道德教育理论在构建过程中存在的问题,这些问题产生的根本原因是道德教育理论在构建过程中对有效依据和基本支点缺乏直接认识。第三章是多样化时期中国道德教育理论个案考察。本章从三个角度论述多样化时期具有一定典型性的道德教育理论,它们对道德教育理论构建的有效依据和基本支点进行了积极探索。第四章说明中国道德教育理论构建的有效依据,主要提出中国道德教育理论构建的有效依据是儿童生存、生活需要。用有生命力的道德教育理论解释为什么道德何以产生问题是道德教育理论构建的有效依据,介绍不同学科关于该问题的解释,阐明儿童作为类存在和个体存在的基本特征,最后,厘清道德教育理论构建的有效依据。第五章介绍中国道德教育理论构建的基本支点,强调道德理论构建的基本支点是儿童真实的道德体验。儿童的道德体验指幸福感受和实用感受,其中,幸福感受通过沉思、给予和创造实现,实用感受表现为正确行为的心理倾向。

【Abstract】 70 years after the founding of New China,it is 70 years that China’s moral education theory has made great strides.After the stage of recovery and construction,the stage of scientific and modernization,and the stage of diversification,the theory of moral education in China responds to the requirements of the times of moral development,provides a guide for the practice of moral education and moves towards the unification of modernization,humanization and scientification.In particular,the theory of moral education,which emerged after the 1996 has Chinese characteristics,is a positive response to the practice of contemporary moral education,which has certain explanatory power and guiding power.However,the theory of moral education in China is faced with some problems in the period of diversification,such as the practicality of moral education to be discovered,the effectiveness of the knowledge-only solution needs to be improved,and the originality of the theoretical ontology needs to be strengthened.In the final analysis,it is the effective basis and basic fulcrum of moral education theory to be examined clearly.Based on the above understanding,this study proposes to re-examine the effective basis and basic fulcrum of moral education theory construction.The author hypothesizes that the theoretical construction of moral education needs to take into account the actual possible survival needs of children.At the same time,the construction of moral education theory needs to consider children’s real moral experience,that is,happiness experience and practical experience.This study is divided into five parts,using the principle of the unity of history and logic,the basic orientation is Meta-Research.The first chapter is the concept definition and ontology interpretation of moral education theory.Distinguish theory,educational theory and moral education theory,expound their subject types,and adopt the analysis method.It is emphatically explained that the theory of moral education is different from the theory of moral education,because theory is the reflection of practical activities at the level of consciousness,and the theoretical form of morality is determined by the practice of moral education in China.Moral education theory refers to the concept or principle system of moral education.It serves to guide the practical activities of moral education,and it is the objective fact of studying and expounding moral education.The second chapter introduces the progress,achievements and main problems of Chinese moral education theory in the period of diversification,which is the combing of the development course of moral education theory in China.Affirming the achievements and breakthroughs in the theory of medieval moral education in the period of diversification,and pointing out that there are problems in the construction process of Chinese moral education theory in the period of diversification,the root cause of these problems is that the theory of moral education lacks a direct understanding of the effective basis and basic fulcrum in the process of construction,taking the entry point and breakthrough of moral education theory as the basic fulcrum.The third chapter introduces the typical cases of Chinese moral education theory in the period of diversification,aiming at responding to the problem.This chapter discusses the theory of moral education with a certain typical period of diversity from three angles,which actively explore the effective basis and basic fulcrum of the construction of moral education theory.The fourth chapter explains the effective basis of the construction of moral education theory in China,and mainly puts forward that the effective basis of the construction of Chinese moral Education theory is the survival and life need of children.It is an effective basis for the construction of moral education theory to explain why morality is produced by the theory of vitality moral education,to introduce the interpretation of this problem in different disciplines,to elucidate the basic characteristics of children as a kind of existence and individual existence,and finally,to clarify the effective basis for the construction of moral education theory.The fifth chapter introduces the basic fulcrum of the construction of moral education theory in China and emphasizes that the basic fulcrum of moral theory construction is the real moral experience of children.The moral experience of children refers to the feeling of happiness and practical feeling,in which the feeling of happiness is realized through contemplation,giving and creation,and the practical feeling is manifested as the psychological tendency of correct behavior.

  • 【网络出版投稿人】 东北师范大学
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