课程德育

【作者】 周晓静；

【导师】 朱小蔓；

【作者基本信息】 南京师范大学 ， 教育学原理， 2006， 博士

【摘要】 道德教育是学校教育的神圣使命，然而实践中却存在着重知轻德、知德分离的现象。道德教育在学校中被视为仅是某一些专门领域的职能，这导致了学校道德教育的时空、道德教育工作者的范围以及道德知识的窄化，也导致了大量的道德影响于教育者的视野之外发生作用，并最终导致学校道德教育效果的不尽人意。道德不是生活中某一个专门领域的事，道德学习也不是只在某一些专门的时候才发生；道德不是建立在玄想空谈的基础上，知识是道德的理性认知基础，道德学习不能离开知识教学而单独进行。课程是学校教育的内容载体，学生每天在校生活主要是在课程教学中度过，通过课程进行道德教育是学校德育的一条主要途径。 本文对课程知识以及课程实施过程所具有的道德教育意义进行了研究。结合中小学教材对课程知识与道德教育的关系进行了分析，认为知识对于道德的发展具有明理和陶冶两个方面的功能。然知识的获得并不必然具有道德教育意义，整合是课程知识具有道德启迪价值的源泉，是课程知识生命力的源泉。这一整合包括课程知识与学生个体经验的整合、课程知识之间的整合和课程知识内在的整合。 课程实施过程同时也是各种道德影响因素发挥作用的过程，本文考察了教学方法、教师语言、课堂提问、纪律教育等几种主要教学行为和辅助教学行为的道德教育意义，认为这些影响要素各自是否处于内在整合状态、不同影响要素相互之间是否处于整合状态，这是课程实施过程能否有效发挥积极的道德影响的重要条件。只有当各要素既处于内在和谐状态且相互之间处于融洽整合状态之时，才能形成一股教育合力，使课程实施过程发挥出积极的道德教育功能。 教师是课程实施中的一个重要因素，这不仅表现在前面已涉及的教师在课程实施中通过其教学行为、语言所发挥的作用，而且还体现在教师以一种什么样的形象出现以及与学生之间结成什么样的师生关系等方面。本文认为教师不仅是担当教师职业身份的角色人，而且是基于生物出生而存在的自然人，穿行于这两种身份之间的教师才是对学生最具人格影响力的教师形象，建立在此教师形象之上的师生关系也才是兼具角色影响力及个体人格感召力的全整型师生关系。 本文认为，课程德育是学校道德教育的主要途径，是一种走向整合的学校道德教育。它追求知识教学与道德教育的整合，追求课程教学中各个要素之间的整合，追求各个要素内在的整合，力图通过整合课程及课程实施中各种育德因素以形成教育合力，提高学校道德教育的实效。更多还原

【Abstract】 Moral education is the sacred mission of school education, but in the practice there are the phenomena of emphasizing knowledge yet neglecting morality as well the separation between the two. Moral education is regarded as functioning in some specific spheres in schools, which leads to the narrowness of the time and space of school moral education, the scope of moral educators and moral knowledge as well as the unsatisfactory effect of moral education. Actually, morality does not only concern a specific life scope, neither does moral learning occurs at a specific stage. Morality does not base on empty talk. Instead, knowledge is its rational base, moral learning cannot happen without knowledge teaching. Curriculum is the content carrier of the school education, so students spend the school life mainly in courses studying, so it is a major way to educate morality through the curriculum.This paper researches on curriculum knowledge and the moral education in teaching it. The research is made on the relationship between basic educational textbooks and moral education, which finds that knowledge has the moral functions of enlightening and molding. Such function will not be necessarily be realized, instead it depends on whether curriculum knowledge can be combined with students’ individual experience, and whether integration can be achieved between different knowledge and its apparent as well as hidden part.The process of teaching also influences the functioning of various moral factors, so this dissertation also studies the moral significance of major teaching behavior and assistant teaching behavior including teaching methods, teachers’ language, questioning in class, discipline education. It is important to achieve innate integration between these factors. Only when these factors remain in innately harmonious state, can they work as a whole to guarantee the moral function of curriculum teaching.Teachers are another important factor of carrying out curriculum, which is shown not only in the above mentioned teaching behavior and language, but also in the their image as well as in teacher-student relations. The author thinks that teachers are not only professional roles, but also natural beings on the biological base. The most influential teachers have both these identities, and the teacher-student relation based on such image is the most influential and overall.This paper holds that curriculum morality education is the major approach to school moral education, and is one towards integration. It pursues the integration between knowledge and moral education, that between various factors of subject teaching as well as their inner integration, thus trying to elevate the effect of moral education by integration curriculum and the morality developing factors in it.更多还原