【作者】 康厚德；

【导师】 覃殿益；

【作者基本信息】 广西民族大学 ， 马克思主义理论与思想政治教育， 2007， 硕士

【摘要】 目前，德育效果低下是一个不争的事实。当我们从德育主体的视角来重新审视我们的德育实践时，就会发现德育理论与实践的严重脱节，即德育理论上的主体性目标与德育实践中“人的失落”或“人学空场”这样一对矛盾。本论文以此为出发点，探讨现代德育中人的主体性问题，提出了确立现代德育人本主体的现实性、必要性与可能性。本论文包括五个部分：第一部分从时代精神来看人学与德育研究“联姻”的必然性，提出本论文的研究视角。第二部分着重分析传统德育中存在的“人学空场”弊病，主要反思了传统德育中的工具化、“科学化”、理想化、片面化的倾向。第三部分梳理了西方主体性发展的历史，尤其是通过对马克思主义人学理论中人的属性、人的本质、人的主体性以及人的特性论述，为确立现代德育人本主体提供理论支撑。第四部分论述了确立现代德育人本主体的目标，包括真、善、美和谐统一的人格、人的自我价值与社会价值的辩证统一、人的全面发展以及人与社会协调发展四个方面，同时，也确立了人本主体所要坚持的生命原则、人权原则、主体性原则、个性化原则、个体性与社会性相结合等几个重要的原则。第五部分主要提出了构建现代德育人本主体的合理路径，主要有理性因素与非理性因素相结合、情与理相结合、显性德育与隐性德育相结合、价值引导与自主建构相结合。最后，在余论中进一步指出：确立现代德育人本主体的最终目的在于培养全面、自由、和谐的主体性道德人格。更多还原

【Abstract】 Nowadays, it is well known that the efficiency of moral education is not high. As seen from the view of the moral education main body, we will find that the moral education theory and the practice come apart seriously. That is the contradictory between the humanistic target of moral education in theory and the "people-losing" or the "people-vacation" of moral education in practice. This is also the starting point for this paper. In this paper, we discuses the humanistic question in modern moral education, and propose the feasibility, the necessity and the possibility of the establishment of modern humanistic moral education.There are five parts in this paper. The first part is to study the necessity of the connection between Hormonology and the study of moral education, and propose this paper’s research angle of view. The second part analyzes the abuse of "people-vacation" in moral education; mainly reconsider the tool, scientific, idealization, one-sided tendency. The third part comb the Western humanistic development history, and especially study human’s attribute, essence, independence through Marxism Hormonology theory. This provides the theory support for the establishment of modern humanistic moral education. The fourth part discusses the goal of modern humanistic moral education. This includes the harmonious of the true, the good and the beautiful; the dialectical unification of human’s self-value and social value; the human’s full development; as well as the harmonious development between human and social. Apart from this, this part also establishes the life principle, the human rights principle, the independent principle, the personalized principle, and union principle of the individual and the social disposition. The fifth part mainly proposes the reasonable construction way of the modern humanistic moral education. It mainly includes the union of rational factor and non-rational factor; the union of sentiment and principle; the union of dominant moral education and recessive moral education; and the union of value guidance and independent construction. At last, we further point out that the final goal of modern humanistic moral education is lies in rising comprehensively, free, and harmonious humanistic morality personality.更多还原