【作者】 刘长海；

【导师】 杜时忠；

【作者基本信息】 华中师范大学 ， 教育学原理， 2006， 博士

【摘要】 直面社会转型期学校德育变革问题，本论文试图从伟大教育家杜威的思想和实践中寻找启示。论文依据杜威的一系列教育论著，对杜威德育思想进行了深层次的探析。杜威依据其民主主义的社会观和实用主义的经验观，对道德和道德教育进行了全新的解释。实用主义道德观将道德看作个体在具体经验情境中解决实际问题的过程，将知识、技能、品格看作个体道德的要素，从而使道德过程与经验的改善过程等同起来，也使道德教育过程成为与个体经验的改善过程、教育过程相等同的过程。杜威德育思想的实质，是道德的教育思想，杜威德育思想与杜威教育思想是融合为一的。杜威德育思想的核心是“以‘道德的教育’培养‘道德的人’”，而“道德的人”不是传统的依据具体德目的好人，而是符合民主社会要求的社会良好成员，是有用的好人；“道德的教育”不是符合具体德目的教育活动，而是就其动机与效果而言都有效地满足了社会对个体要求的教育，是培养良好公民的教育。在这种道德的教育思路中，杜威有机地实现了知识与道德的统一，德育与教育的统一。 在其一系列教育论著中，杜威系统分析了民主社会中的学校教育角色、目的、课程、教学方式、管理方式以及直接德育方法，将“道德的教育”思想有机地贯穿于其教育理论的系统之中。综观杜威的德育思路，超越二元论的辩证性特征清晰可见：在个人与社会的关系上，超越个人与社会对立的思维方式，确立个人与社会统一的教育目的观；在知识与道德的关系上，超越智德分离的传统，将知识统一于道德，并且进而建立道德教育与教育的统一关系；在教育与生长的关系上，突破无视生长的制度化教育局限，倡导关注生长、促进生长的学校教育形式；在经验与课程的关系上，摒弃脱离经验的课程，主张课程与学习者经验的有机统一；在兴趣与责任、兴趣与能力的关系上，分析个人兴趣与社会需要、社会行动能力之间统一而非对立的关系，主张依据个人兴趣培植社会责任意识与社会行动能力。 杜威德育思想自传入中国以来，经历了20世纪中国社会的几次重大转折，当前日益受到研究者的关注。秉持客观、理性的立场来借鉴杜威德育思想，其对于中国德育研究的基本意义不在于提示了探究、体验等具体的道德教育方法，而在于提示了一种全新的理解道德和道德教育的方式。依据杜威的思想，学校德育的目的不应局限于具体德目所设定的范围，不应培养抽象的“道德人”，而应培养民主社会发展所需要的合格公民、融合知识、能力与品格的新型道德人，即“有用的好人”；德育不是学校教育中的独立系统，而是融合于学校教育的全部过程之中，德育的实质在于教育的道德属性。依据这种思路，我们可以进一步澄清影响学校德育的各种观念——“德育首位”与“教书育人”，理顺教育与德育的关系。并且，杜威德育思想提示我们跳出既定的德育原理概念体系，从广义德育的视角来重构德育原理。更多还原

【Abstract】 Focused on the problem of moral education transformation, the thesis tries to find some clues in John Dewey’s masterpieces and practices. Based on Dewey’s works on education, the thesis is a thorough analysis of Dewey’s thoughts on moral education. Dewey understood morality and moral education in an absolutely new way, in accordance with his democratic society ideal and pragmatism experience thought. The pragmatism ethics viewed morality as the process of problem solving in specific experience situations, and viewed knowledge, skills, characteristics as the elements of one’s morality, which in fact equated the moral process to the improvement of experience, and equated moral education process to the improvement of experience ( It is just the education process itself in Dewey’s educational theory). The essence of Dewey’s thoughts on moral education is the thoughts of a morally-conducted education, which means Dewey’s thoughts on moral education is equated with his thoughts on education. The core of Dewey’s thoughts on moral education is to cultivate moral citizens by morally-conducted education. In detail, the moral citizen is not the man who strictly obeys the rules set by the traditional ethics, but the qualified member who can fulfill different requirements of the democratic society; the morally-conducted education is not the education which follows the traditional rules, but the education which meets the demands of the modern society on qualified citizens in terms of the motive and the effect, the education which cultivates qualified citizens. The boundaries between knowledge and morality, moral education and education, are dispelled in the thoughts of morally-conducted education.In his series of educational classics, Dewey thoroughly analyzed the role, aim, curriculum, instruction model, administration model and the instruction method of direct moral education of the school education in the democratic society, which was closely based on his moral education thoughts. Taking his thoughts as a whole, we can find clearly the dialectical characteristics: on the relationship between individual and society, he transcended the opinion of antagonism between individual and society and established the educational aim which combined the individual and the society; on the relationship between knowledge and morality, he transcended the tradition of divorcing knowledge from morality, regarded knowledge as part of morality instead, and hence equated moral education to education; on the relationship between education and growth, he broke through the limit of institutional education that paid no attention to children’s growth, and called on the new form of school education that emphasized on promoting growth; on the relationship between experience and更多还原