大学生德育叙事研究

发布时间：2018-12-26 16:37

【摘要】：对于大学生德育工作的重要性,习近平总书记在高校思想政治工作会议上作出过明确强调,这也是写作本篇论文的重要精神指导。面对思想活跃又容易接触到多元信息的大学生群体,有效实现对他们道德思想的引导和改善,需要规避传统德育方式的影响及社会中实用主义、功利主义等思想的压力,随着德育叙事走进大学生的德育生活,高校德育打开了新的局面,即通过适应新时代要求的、感性与理性相结合的叙事教学方式,从单向上独白式的理论输出转为双向上叙事中的互动交流,充分调动教育双方的能动性和主体性,形成师生在道德问题上的深入叙事对话交流,在德育叙事教学过程中挖掘深层次的道德教育意义。德育叙事以其教育性、情境化、真实可感性、对话性、启发性、感染性、共享性的教学特点,改善高校德育课堂教学氛围,在现代社会多元信息共享的条件下,从现实生活语境中感悟、获取德育价值,保持德育叙事个体性与公共性话语的并存,促进德育叙事更具有效性和通约性,增强高校德育的信度和效度。为了发展完善大学生德育叙事,进一步促进德育叙事道德教化功能的发挥,本文通过文献研究、比较分析及历史与逻辑相统一的分析等研究方法,致力于突破现有德育叙事在叙事主体、叙事内容、叙事方法等方面存在的局限性,重点关注宏观叙事与微观叙事的协调问题及德育叙事实施中具体环节的重要作用,以期进一步优化叙事结构。本文首先对德育叙事的特点及价值等进行了梳理,然后从对当前大学生德育叙事的现状分析切入,指出在德育叙事的应用过程,叙事方法上宏观与微观未能协调,存在片面追求抽象道理的宏大叙事和过度依赖具体感性的微观叙事的两个极端倾向,偏重追求德育思想教化的终极目标;叙事主体思维缺少灵活性变通性,叙事客观性严谨性不足,忽视有效解决学生当下价值冲突、道德选择上的困惑;叙事中与总体性德育相脱离,德育叙事内容空泛、教学缺乏针对性,叙事主体共通性不足,叙事衔接性较弱等问题,无法有效发挥德育叙事对大学生价值观引导和德性启发的功能。因此,本文倡导高校德育叙事要遵循人本性的原则,宏观与微观相结合的原则,知行合一原则,因材施教原则,加强德育叙事教学的科学性、合理性,在教学实践中把握高校德育教学目标及大学生受教育特点,创新性的提出并强调从充分准备、精选案例、有效概括、跟踪反馈几个层次有序展开教学,在各个环节中注重叙事与理论的恰当结合,充分发挥德育叙事教学的特点,在完整的教学流程中,给予学生深刻的道德情感体验,启发学生道德智慧,实现德育叙事对大学生道德教化的价值。
[Abstract]:As for the importance of moral education for college students, General Secretary Xi Jinping has made a clear emphasis in the ideological and political work conference of colleges and universities, which is also an important spiritual guide for writing this paper. In the face of college students with active thoughts and easy access to multiple information, it is necessary to avoid the influence of traditional moral education and the pressure of pragmatism and utilitarianism in society to effectively guide and improve their moral thoughts. With the moral education narration entering into the moral education life of college students, moral education in colleges and universities opens up a new situation, that is, through the narrative teaching method which adapts to the requirements of the new era and combines sensibility and rationality, From unidirectional monologue to two-way narrative interactive communication, to fully mobilize the initiative and subjectivity of both sides of education, to form a deep narrative dialogue between teachers and students on moral issues. In the moral education narrative teaching process excavates the deep level moral education significance. The narrative of moral education is characterized by its educational, situational, real sensibility, dialogue, inspiration, infection and sharing, and improves the classroom teaching atmosphere of moral education in colleges and universities under the condition of multi-information sharing in modern society. From the real life context, we can gain the value of moral education, maintain the coexistence of narrative individuality and public discourse of moral education, promote the moral education narrative to be more effective and general, and enhance the reliability and validity of moral education in colleges and universities. In order to develop and perfect the narration of moral education of college students and further promote the function of moral education in moral education narrative, this paper adopts the methods of literature research, comparative analysis and the analysis of the unity of history and logic. It is committed to break through the limitations of moral narrative in narrative subject, narrative content, narrative method and so on, focusing on the coordination between macro narrative and micro narrative and the important role of specific links in the implementation of moral narrative. In order to further optimize the narrative structure. This paper firstly combs the characteristics and value of moral education narrative, then analyzes the current situation of moral education narrative of college students, and points out that in the application process of moral education narrative, the macro and micro narration methods can not be coordinated. There are two extreme tendencies of one-sided pursuit of abstract truth and over-dependence on concrete perceptual micro-narration, and emphasis is placed on pursuing the ultimate goal of moral education. The thinking of narrative subject is short of flexibility and flexibility, the objectivity of narration is not strict enough, the students' current value conflict is neglected, and the confusion of moral choice is neglected. The narration is separated from the overall moral education, the narrative content of moral education is empty, the teaching lacks pertinence, the common character of narrative subject is insufficient, the narrative cohesion is weak, and so on. Moral education narrative can not effectively play the role of moral values guidance and moral inspiration. Therefore, this paper advocates that the narrative of moral education in colleges and universities should follow the principle of human nature, the principle of combining macro and micro, the principle of integration of knowledge and practice, the principle of teaching according to their aptitude, and the strengthening of the scientific and rational teaching of narrative teaching of moral education. In teaching practice, we should grasp the teaching goal of moral education in colleges and universities and the characteristics of college students' education, and creatively put forward and emphasize that teaching should be carried out in an orderly manner from sufficient preparation, selecting cases, effectively generalizing and following up feedback. Pay attention to the proper combination of narrative and theory in every link, give full play to the characteristics of moral education narrative teaching, give students a deep moral emotional experience in the complete teaching process, and enlighten students' moral wisdom. The value of moral narrative to moral education of college students.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G641

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