德育生活化主体建构及交互主体性发挥的研究

发布时间：2018-04-21 20:34

本文选题：德育生活化 + 主体建构　；参考：《黑龙江高教研究》2012年02期

【摘要】：德育生活化是利用富有道德意蕴的生活,引导学生确立主体地位,形成主体建构,发挥主体向善性,使主体在充满人文关怀的道德环境中过有道德的生活,在耳濡目染中陶冶情操、涵养德行。并采取义利统一、情理交融、显隐结合、实虚相济、和谐发展、交互影响、身心兼顾、言行并用等方式发挥交互主体性作用,共同探究生活意义、思考人生价值、领悟道德内涵,引领主体体验道德的幸福与崇高,达到主体自身及主体之间的和谐发展。
[Abstract]:The life of moral education is to make use of the life which is full of moral implication, to guide students to establish the status of subject, to form the construction of subject, to give full play to the nature of subject to good, and to make the subject lead a moral life in the moral environment full of humanistic concern. In osmosis edify sentiment, cultivate virtue. It also takes the following methods: the unity of justice and benefit, the blending of reason and reason, the combination of truth and hidden, the combination of reality and deficiency, the harmonious development, the interaction of influence, the consideration of body and mind, and the use of words and deeds to play an interactive subjective role in exploring the meaning of life and thinking about the value of life. Understanding the moral connotation, leading the subject to experience the happiness and sublimity of morality, and achieving the harmonious development of the subject itself and between them.
【作者单位】：南通大学学生工作部;南通体臣卫生学校;
【基金】：江苏省高校哲学社会科学2008年度研究项目“高校德育生活化途径研究”(编号:08SJB8800025)的阶段性成果
【分类号】：G641

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