科尔伯格道德教育策略对我国中学道德教育的启示

发布时间：2018-04-11 22:11

本文选题：科尔伯格 + 道德教育策略　；参考：《河南师范大学》2015年硕士论文

【摘要】：我国现阶段中学道德教育方法分为三大类:以培养学生道德认知为导向的道德教育方法;以训练学生道德行为为导向的道德教育方法、以内化学生道德情感为导向的道德教育方法,这些方法自创始以来取得了很大成果,为我国的道德教育做出了突出贡献。但是由于科技的进步,我国社会发展所要求的道德水平逐渐提升,现阶段的道德教育方法也适当的补充改进:现阶段过于强调理论知识的灌输;过于强调听从执行忽视内心认同(道德情感建设);不尊重道德教育过程中学生的主体地位;缺乏实践环节不能使道德认知向道德行为转化;品德评价仍沿用“应试教育”模式,缺乏有效的奖励和惩罚机制等等。而美国著名道德心理学家、道德教育家科尔伯格在道德认知和道德教育策略方面取得了重大成就。在其道德教育哲学、道德教育心理学、教育与道德发展三大理论中,有不少是涉及策略的。本研究梳理了科尔伯格关于道德教育策略的理论,对其进行归纳整理,表述为:道德两难问题讨论策略,公正团体行为培养策略,隐性道德教育策略。分析了科尔伯格策略的优势及贡献,同时反思其局限性。将其与我国中学道德教育方法进行对比分析,在现有的道德教育方法基础上,吸收科尔伯格道德教育策略中优秀的部分,可以促使我国中学道德教育实现教学动态静态相结合,推动学生将道德认知内化为道德情感,可以强化道德行为的训练,推动学生道德“知、情、意、行”全面发展。本文最后探讨了如何在我国已有的道德教育方法的基础上,融合启示将科尔伯格道德教育策略中优秀的部分,对我国中学道德教育给予启示,具体为:以道德发展阶段为基础,提升道德认知(建立我国的受教育者道德发展阶段、教材内容设置与道德发展阶段同步);以优化道德环境为手段,内化道德情感(优化校园物质环境、优化校园精神文明环境);以隐形课堂建设为手段,深化道德意志(合理安排隐形道德教育课程、注重教师的示范作用);以拓展实践活动为手段,训练道德行为(课堂讨论法、角色扮演法、民主参与互动法)。
[Abstract]:The methods of moral education in middle schools in our country at present are divided into three categories: the methods of moral education directed by the cultivation of students' moral cognition, the methods of moral education directed by training students' moral behavior, and the methods of moral education guided by training students' moral behavior.The methods of internalizing students' moral emotion as their guidance have made great achievements since their founding and made outstanding contributions to the moral education in our country.However, due to the progress of science and technology, the moral level required by the social development of our country is gradually raised, and the moral education methods at the present stage are also properly supplemented and improved: at this stage, too much emphasis is placed on the inculcation of theoretical knowledge;Too much emphasis on obeying and neglecting inner identity (moral emotion construction; disrespect for the main position of middle school students in the process of moral education; lack of practical links cannot transform moral cognition into moral behavior; moral evaluation still follows the model of "examination-oriented education").Lack of effective reward and punishment mechanisms and so on.Colberg, a famous American moral psychologist and educator, has made great achievements in moral cognition and moral education strategy.In the three theories of moral education philosophy, moral education psychology, education and moral development, many of them are related to strategy.This study combed Colberg's theory of moral education strategy, and summarized it as follows: discussion strategy of moral dilemma, training strategy of fair group behavior, hidden moral education strategy.This paper analyzes the advantages and contributions of Colberg's strategy, and reflects on its limitations at the same time.Comparing it with the methods of moral education in middle schools in our country, on the basis of the existing methods of moral education and absorbing the excellent part of Colberg's moral education strategy, we can make the moral education of our country realize the dynamic and static combination of teaching.Promoting students to internalize moral cognition into moral emotion can strengthen the training of moral behavior and promote the all-round development of students' moral "knowing, feeling, meaning and doing".In the end, this paper discusses how to combine the enlightenment to the excellent part of Colberg's moral education strategy on the basis of the existing moral education methods in our country, and give enlightenment to the moral education of our country's middle school, which is based on the stage of moral development.To promote moral cognition (to establish the stage of moral development of educated students in our country, to set up the content of teaching materials and to synchronize with the stage of moral development; to optimize the moral environment as a means to internalize moral emotion; to optimize the material environment of the campus;Optimize campus spiritual civilization environment; deepen moral will by means of invisible classroom construction (reasonable arrangement of hidden moral education curriculum, pay attention to teachers' demonstration role; expand practical activities as a means to train moral behavior (classroom discussion method),Role-playing, democratic participation and interaction.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G631

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