【作者】 杨静；

【导师】 张铁勇；

【作者基本信息】 天津师范大学 ， 思想政治教育， 2016， 硕士

【摘要】 从上世纪90年代末开始,生活德育理论逐渐受到我国学者的关注、提倡和系统研究,同时也对我国基础教育中的德育实践产生了广泛的影响。但是,随着研究的深入和德育实践中所面临的挑战的出现,关于这一理论不同意见和看法的分歧与争论也日渐突出。分歧与争论主要来自两个方面,其一是生活德育的拥护者站在进一步完善和发展生活德育的角度,对生活德育理论和实践方式提出了不同的理解；其二是来自对生活德育论持批评意见的学者,针对生活德育理论和实践方式的弊端和不足之处提出了不同的主张。本文旨在通过对这一理论争论的过程与观点的梳理、总结和反思,为推进我国的道德教育理论与实践模式朝着更加科学和完善的方向发展提供有益的借鉴。本文共分为四部分：当代生活德育概述、生活德育理论的是非之辩、生活德育实践方式的得失之辩、生活德育争论的反思与启示。第一部分主要厘清了生活德育理论的基本概念及其在当代的发展历程、理论来源、主要的观点以及对现实理论和实践的影响等。第二部分重点介绍了生活德育理论的是非之辩。这部分主要介绍和分析了学者们关于生活世界、生活德育等概念内涵理解上的争辩,德育的逻辑起点问题的争辩,德育目的及其内容形式上的争辩,德育学习机制上的争辩等。第三部分重点论述了我国在生活德育实践方式方面存在的得失之争的问题。首先介绍了生活德育者提出的实践方式包括：活动课程、日常空间途径、教材教法等。在此基础上介绍了不同学者对不同实践方式提出的质疑,分析其争论点,并基于马克思主义实践观的角度对争论点进行了分析。第四部分主要介绍了对生活德育论之争的反思,以及所得启示。生活德育论之争有利于我们推进德育理论和实践的发展与完善,有利于我们在相互批评争论中认清道德教育的本质,避免走向极端化。更多还原

【Abstract】 Since the late 1990 s, life moral education theory gradually got the attention of Chinese scholars, advocates and system research, as well as the practice of moral education in basic education in China that produce a wide range of influence. But, with the deepening of the research and practice of moral education is facing the challenge of the emergence of the theories about the differences of different opinions and views and debate are increasingly prominent. Differences and arguments mainly from two aspects, one is moral education advocates of life stand in the Angle of the further perfection and development of life moral education, on the way of life moral education theory and practice are put forward different understanding; The second is from a critic of life moral education theory scholars, according to the disadvantages of life moral education theory and practice and disadvantages put forward different views. This paper aims to process with the viewpoints of the theory about the carding, summary and reflection, to promote our country’s moral education theory and practice of model toward a more scientific and perfect development in order to provide the beneficial reference.This paper is divided into four most:overview of contemporary life moral education, life moral education theory of debate, the moral education practice of gain and loss of life, life moral reflection and revelation of the argument.The first part mainly clarify the basic concept of life moral education theory and its contemporary development, theoretical sources, the main idea and the influence of the theory and practice of reality, and so on.The second part mainly introduces the life moral education theory is a debate. This part mainly introduces and analyzes the scholars regarding the world of life, the life moral education concepts such as connotation understanding argue, argue the logic starting point of moral education problems, moral education argue, in the form of the purpose and content of moral education to argue on the learning mechanism, etc.The third part focuses on the moral education practice of gain and loss of life. The practice of moral education are put forward firstly introduces life includes: activity curriculum, daily space approach, teaching, etc. Introduced on the basis of different scholars on the challenges from the different ways of practice, to analyze its arguments, and based on the perspective of marxist practice analyze the issue.The fourth part mainly introduces the life moral education theory of reflection, as well as the enlightenment. Life moral education theory help us promote the moral education theory and practice of the development and perfection, help us in mutual criticism debate to recognize the essence of moral education, tend to avoid extremes.更多还原