高校主体性德育模式研究

【作者】 王磊；

【导师】 袁兆春；

【作者基本信息】 曲阜师范大学 ， 课程与教学论， 2006， 硕士

【摘要】 德育模式是由德育过程中许多内外因素所构成的复杂成分折射出的,它应当包括关于人们如何发展道德的理论观点以及促进道德发展的一些原则和方法。传统的德育理念是一种以社会为本位,教师为主体,以德育知识为主要内容,以硬性灌输为主要方法的教育方式。德育目标缺乏层次性和系统性、德育过程简单化、德育方法背离受教育者的认知规律、德育内容狭窄化、德育评价形式化是传统德育弊端的主要表现。德育应该是德育环境与个体成长的统一,价值引导与个体价值建构的统一,对德育对象的认知特点与兴趣考虑不足是我国德育弊端的主要症结所在。 主体性是现代人的根本特性,其最重要的特点是人能进行自主选择、判断和践行。所以主体性德育应以培养道德生活的主体为根本目的,使学生能真正成为道德生活的主体是主体性德育的内在要求,它也是使道德教育取得实效的根本所在。就高校主体性德育来说,“以学生发展为本”的德育理念、“开放与参与”的德育实践与“主体性德育”氛围是实现德育目的的必要手段应是其基本特征。马克思关于人的全面发展理论与主体性教育的探讨为高校实施主体性德育提供了理论基础;西方主要德育思想为主体性德育提供了合理论证:当代社会发展与当代大学生的思想心理特点为高校实施主体性德育提供了现实依据。总之,实施主体性德育是德育自身运动的必然。 高校主体性德育模式的目标在于使学生学会自我教育,实现人格提升。在实施中应树立下列理念:“尊重的教育”的理念、“双主体性”的德育观、科学的“德育功能观”、德育体制中“权利与义务”的平衡观,所有这些理念又都应服务于教育学生从学会生存、学会关怀到学会选择的价值归宿。马克思主义理论教育、爱国主义教育、生命价值教育、公民意识教育、创新意识教育和节约与环保意识教育是主体性德育的主要内容选择,这体现了当代大学德育的时代性和针对性。实现四个“结合”,构筑德育平台,提供制度保障是实施主体性德育的主要方法理念。主体性德育评价作为实现主体性道德教育观念有效为事实有效的载体,其目的在于促进学生个性更多还原

【Abstract】 The pattern of moral education is refracted by many internal and external factors in the moral education course. It should include the information on how people view the development of the theory of moral development and the promotion of moral education’ principles and methods. Traditional moral education philosophy is a kind of education way which is community-based, to take teachers as the main body with moral knowledge as the main content and to make rigid instillation as the main method of education. The main drawbacks of traditional moral education include that its goals lacks systemic levels, the simplification of its process, its approach departs from the students’ cognition, its content is too narrow, its evaluation’s formalization. Moral Environment and individual moral growth should be unified with the lead and the individual self-establishment of concept of value in moral education. The main crux of our moral education’s shortcomings is the insufficiencies to consider the students’ interests and cognitive features.The main character is the fundamental characteristics of modern people. Its most important feature is the people can choose, judge and practice. Therefore, the basic purpose of subjective moral education is to cultivate the subject of the moral life, so that students can truly become the main part is its inherent requirements;it is also what the moral education effectiveness lies. On the subject of moral education in colleges and universities, the moral concept of "Students’ Development-oriented", "Open and Participation" with the moral practice and the atmosphere of "Subjective Moral Education" should be its basic features. Marx’s theory on the overall development of people and the discussion about the mainstay education has provided a theoretical basis for the subjective moral education in colleges and universities. The major ideology of moral education in western countries has provided reasonable proof. The contemporary social development and the psychological characteristics of the contemporary university students provide a reality basis. In short, to implementthe subjective moral education is the necessity of its own campaign.The aim of the subjective moral education in colleges and universities is to enable students to learn self-education, the achievement of personality upgrade. We should set the following concepts in the implementation: "Respect for Education" concept, the "Double Main Character" moral education outlook, scientific "Moral Education’s Functional Concept" and "Rights and Obligations" balanced view. All these ideas should also serve students from learning how to live, how to care and how to choose as the value’s destination. Marxist theory education, patriotism, the value of life education, civil education, innovation and environmental awareness and conservation education is the main content, which embodies the contemporary era. Achieving four "combination", building a moral platform for the implementation and offering systemic guarantee is the main methods philosophy. As one of the carriers which can put the ideology of subjective moral education into practice, the purpose of which is to encourage students’ personality development. Test and evaluation by both teachers and students, taking practice as standard in the evaluation process is the basic principle. Interaction needs the diversity of methods for evaluation, which is four specific "combination" and four "essentials". The subjective moral education evaluation system should include the following four aspects: the evaluation of students, educators’ evaluation, and the evaluation of moral education sector and assessment of the effectiveness of moral education.更多还原