【作者】 韦世艺；

【导师】 齐佩芳；

【作者基本信息】 广西师范大学 ， 课程与教学论， 2006， 硕士

【摘要】 对论题的研究运用理论考察和实证调查相结合的方法,旨在揭示师生关系对中学生道德认识影响的基本特征,并以此基础,提出基于研究结论的德育思考。通过对相关研究文献的回顾,可以看到,对师生关系与中学生道德教育的关系研究,基本上还是理论上的学理阐述。而且,师生关系对中学生道德认识活动的影响没有得到研究者的重视。而研究师生关系对中学生道德认识的影响,从理论上,有利于进一步地正确把握中学生道德认识活动的特点,从而推动中学生的道德发展和道德教育理论的进一步发展。从实践上,有利于提高教师对师生关系在德育活动中的角色认识,增强教师对师生关系这一课程资源的开发能力。从方法上,采用道德两难问题,从实证的角度探究师生关系对中学生道德认识影响的丰富特征。无论在研究内容还是研究方法上,都具有一定的创新意义。理论考察从马克思主义的认识论和社会实践活动观出发,认为中学生的道德认识活动是建立在师生交往实践基础上的理性与非理性的统一。从马克思主义的认识论看,认识不是纯客观的、纯理性的认识过程,而是知情意、理性与非理性相统一的过程.因此,认识是理性与非理性的统一。必须辩证、全面地认识非理性因素在认识中的作用。从马克思主义的社会实践活动观看,一切社会实践活动都是“主体——客体”和“主体——主体”双重关系的有机结合,是生产实践与交往实践的辩证统一。作为德育的中学生道德认识活动,本质上也就是一种教育交往实践。平等、民主、和谐的师生关系有利于教师与学生在更大范围内,在更高层次上实现精神的交流与对话,从而有利于形成最大程度的共识。而从传播学的态度改变理论:一致理论来看,个体与传播者的关系会影响到个体对客体的态度,一种尊敬和谐的师生关系,从传播学的视角来看,也就是一种正向的传播者与受众关系的形成,有利于提高教师对中学生道德认识的影响力,使学生更倾向于与教师持一致的看法、认识。概括说,和谐的师生关系使学生更倾向于教师的立场。以理论考察的结果作为研究假设的实证调查主要从以下四个方面进行:1、各年级师生关系对中学生道德认识的影响分析。2、相同师生关系水平的道德认识倾向性的独立性检验。3、男女生道德认识倾向性的发展差异性比较。4、对中学生无倾向性道德认识的探究。调查发现师生关系对中学生道德认识的影响具有以下基本特征:1、没有“对话”,教师就不能有效地影响学生的道德认识态度;而没有和谐的师生交往,学生就会隐藏自己的心声,真正的“对话”就不可能生成。因此,和谐的师生关系要通过促进“对话”生成才能对中学生的道德认识活动产生影响,师生关系对中学生道德认识的影响具有一种交往的更多还原

【Abstract】 The utilization of theoretical analysis with positive investigation carries out research for the issue, aim at revealing the basic feature that the action of teacher-student relationship on the moral cognitions of middle school student, then constructing the thinking of moral education which is based on the feature.Through the relevant papers we can know that the current research circle on moral education of middle school student put little attention on the influence of the teacher-student relationship on moral cognitions of middle school student. The research on the action of the relationship of teacher-student on moral education is also abstract and general. If we carry out the research on the influence, theoretically, we can understand the middle school students’active feature of moral knowledge more deeply, and consistently perfect the interpersonal theory of middle school student by add fresh ideas; practically, we can upgrade the teachers’understand on the role of the relationship in moral education; on the method, it is a creative thinking that the way to carry out positive research on the influence of the teacher-student relationship on moral cognitions of middle school student by a dilemma moral question.From the theoretical analysis that directed by the Marxism theory of knowledge and perspective of interactive practice, considering the moral cognitive activity of middle school student is the unification of rationality and non-rationality that is based on the interactive practice of teacher-students. From the Marxism theory of knowledge we can see that the knowledge is not pure objective and rational, but is the one of cognition、emotion and willingness, rationality and irrationality. Therefore, knowledge is the unification of rationality and irrationality. We should put correct attitudes into the action of irrationality on knowledge. From the Marxism perspective of interactive practice, all social practice is the combination of the dual relation of subject-object and subject-subject, is the dialectical unification of productive practice and interactive practice. The essence of moral education is the educational interactive practice. The equal、democratic and harmonious relationship of teacher-student can make the exchange of minds more deeply, and make the students’attitude reach accordance with the更多还原