道德教育中道德情感的价值判断功能研究

发布时间：2018-06-12 02:46

本文选题：道德教育 + 道德情感　；参考：《山东师范大学》2017年硕士论文

【摘要】：道德教育的根本任务,在于帮助受教育者提升品格,形成德性。为了完成这一任务,实现育人德性的目标,道德教育过程必然是知情意行的结合。也唯有知情意行的环环相扣,方能将概念化的德育知识真正转化为落入实践的道德行为。道德情感作为其中重要的一环不可忽视,因为道德情感不仅因其作为个体品德构成要素影响个体道德发展,更因其作为情感的组成部分而包含的情感本身的价值判断、激励等功能影响着个体道德的发展。人类的道德实践必然是伴随着情感体验的道德实践,因此道德教育也必须关注过程中的情感体验,只有促使道德情感的功能在德育过程中发挥其最大作用,才能促使道德教育效果更好地实现。然而在当前道德教育过程中,道德情感本身的重要性并未得到体现,因此,道德情感的价值判断功能自然也无法得到体现。甚至在对道德情感的功能研究本身,对于道德情感的价值判断功能也并未得到很好地认识。无论是道德情感的四功能说还是五功能说或是其他关于道德情感功能的论说中,都很少论及道德情感本身在价值判断上的重要功能。而事实上,道德情感的价值判断功能在提升道德教育实效性上是具有重要意义的。具体来说,道德情感的价值判断功能是指面对个体自身以及外界的人和事物时,个体自身的道德情感能够帮助个体结合自身与社会的需要对其是否有价值、有多大价值、具体是怎样的价值进行判断,从而实现善与恶、美与丑的区分和把握,体现人的精神需求和德行水准。它不仅作为道德情感功能的一部分对道德教育的实效性发挥作用,更因其自身的价值判断特殊性影响着受教育者进行的价值选择,这在受教育者的道德思想发展上是极为重要的。基于以上两点,本文试从道德情感的价值判断功能出发,探索提升道德情感的方法,以期提高学校道德教育的实效性。论文分为四个主要部分:第一部分是对论文涉及主要概念的解释。首先,对道德情感的价值判断功能有关的情感、道德情感、价值判断的概念进行分析,解释了每个概念所包含的特性以及相关概念之间的关系。其次,在介绍了概念背景之后,从情感的特性、道德情感的特性以及道德本身包含的价值意蕴三个方面详细分析了道德情感的价值判断功能的存在依据。最后,着重分析了道德情感的价值判断功能在具体实践过程中的三种表现形式,即鉴别形式、批判形式与自省形式。第二部分论述了当前我国道德教育中道德情感价值判断功能的缺失。该部分是论文的实践切入点,也是论文想要解决的问题。从道德教育的教学内容、教学方式以及评价模式三个方面对道德教育中道德情感价值判断功能的缺失进行了分析。第三部分从社会客观层面与个人主观层面分析了道德情感的价值判断功能缺失的原因。社会客观层面从关注制度安排的教育传统与过度保护的学校教育环境两个角度出发进行论述,个人主观层面从教师认知、师德修养以及师生关系三个层面进行论述。第四部分探讨了道德情感的价值判断功能在道德教育中的应用。这是本文的重难点,也是将理论与具体实践结合的最重要的部分。一方面解释了它在道德教育的运用中的主要原则,包括适应性和主体性相结合、理性教学与动情感染相结合、社会实践与个体感悟相结合。另一方面,提出了具体实施方法。为了将原则落到实处,必须创设具有情感氛围的道德情境,师生之间建立对话关系、彼此提供情感支持,培养良好地移情能力,提升学生道德直觉判断的准确性,最后,要优化评价模式,实施多元评价。
[Abstract]:The basic task of moral education is to help the educated to improve their character and form virtue. In order to accomplish this task and achieve the goal of educating people, the process of moral education is bound to be the combination of knowing and thinking. Emotion, as an important part of it, can not be ignored, because moral emotion not only affects individual moral development as an element of individual moral character, but also the value judgment of emotion itself, which is included as part of emotion, and the function of motivation affects the development of individual morality. Human moral practice is bound to be accompanied by emotion. Moral practice, therefore, must also pay attention to emotional experience in the process of moral education. Only by promoting the function of moral emotion to play its greatest role in the process of moral education, can the effect of moral education be better realized. However, in the process of moral education, the importance of moral feeling itself is not reflected, therefore, morality. The function of the value judgment of emotion can not be embodied naturally. Even in the functional study of moral emotion, the value judgment function of moral emotion has not been well understood. No matter the four function theory of moral emotion or the five function theory or other theories about moral feeling function, the moral sentiment is seldom discussed. In fact, the value judgment function of moral emotion is of great significance in improving the effectiveness of moral education. In particular, the value judgment function of the moral emotion refers to the individual's own moral emotion can help the individual to combine in the face of the individual and the person and things of the outside world. The needs of itself and society are worth judging whether it has value, how valuable it is, and how it is specific, so as to realize the distinction and grasp of good and evil, beauty and ugliness, and reflect the spiritual needs and moral standards of human beings. It not only plays a role in the actual effect of moral education as a part of the moral emotion function, but also the value of its own value. Judging the particularity affects the value choice of the educated, which is very important in the development of the moral thought of the educator. Based on the above two points, this paper tries to explore the method of improving moral emotion from the value judgment function of moral emotion, in order to improve the actual effect of moral education in school. The thesis is divided into four main parts: The first part is the interpretation of the main concepts involved in the thesis. First, it analyzes the emotion, moral emotion and value judgment of the value judgment function of moral emotion, explains the characteristics of each concept and the relationship between the related concepts. Secondly, after introducing the conceptual background, it is from the emotional characteristics and moral feelings. The characteristic of sense and the value implication of morality itself contains three aspects to analyze the existence basis of the value judgment function of moral emotion. Finally, it focuses on the analysis of the three forms of expression of the value judgment function of moral emotion in the concrete practice process, namely the form of identification, the form of judgment and the form of self-examination. The second part discusses the present situation. The lack of moral emotion value judgment function in moral education in our country. This part is the starting point of the paper and the problem that the paper wants to solve. From three aspects of moral education's teaching content, teaching method and evaluation model, the lack of moral emotion value judgment function in moral education is analyzed. The third part is from the society. The objective level and the subjective level of the subjective analysis of the reasons for the lack of value judgment function of moral emotion. The social objective level is discussed from two aspects: the educational tradition of institutional arrangement and the overprotective school education environment, and the subjective level of the individual from the three aspects of teachers' cognition, teacher and moral cultivation and teacher-student relationship. The fourth part discusses the application of the value judgment function of moral emotion in moral education. It is the most important and difficult part of this article. It is also the most important part of the combination of theory and concrete practice. On the one hand, it explains its main principles in the use of moral education, including the combination of adaptability and subjectivity, rational teaching and emotional infection. Combined with the combination of social practice and individual perception. On the other hand, it puts forward specific implementation methods. In order to put the principles into reality, we must create a moral situation with emotional atmosphere, establish a dialogue relationship between teachers and students, provide emotional support to each other, cultivate good empathy energy, improve the accuracy of students' moral intuition, and finally, Optimize the evaluation model and implement multiple evaluation.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G41

【参考文献】