德育生活化研究

发布时间：2018-03-17 19:26

本文选题：德育　切入点：生活化　出处：《山东大学》2006年硕士论文　论文类型：学位论文

【摘要】：人在天地之间生存着、发展着，并在对自身存在的意义和价值的追寻中建构着生活的意义。生活就是处在关系中、具有自我独立性的人通过创造性的劳动在与他人、与环境的交互作用中不断满足自我需要、建构意义的过程。人与生活是不可分割的整体：生活离不开人，人是生活的主体、生活的核心；生活是人赖以形成和发展的基础，只有通过生活才能使人性得到发挥和丰富。人在生活中劳动着、创造着、追求着，必须遵守生活内在的逻辑或规则，即生活的道德要求，没有道德人就无法生活，同样道德也无法从生活中走开，道德与生活的关系是内在的、本质的、构成性的。为生活更好而设置的道德教育要遵从道德在生活中生成的内在要求，以生活为根基。德育生活化就是立足于生活，把德育与生活结合起来，充分利用蕴涵丰富道德资源的生活，通过生活引导人走向更好、更有意义和价值的生活，使生活真正成为人的生活。这种道德教育理论具有重要的理论价值和实践价值。从其理论价值来看，德育生活化强调以生活为中心，夯实了德育存在的基础；它要求以人为主体，丰富了德育人学观。从其实践价值来看，为提高当前德育实效性指明了方向，也增进了人们对现行德育改革的认识。德育生活化理论的提出不仅符合道德和道德教育的内在逻辑要求，且具有充分的理论支撑和现实依据。其理论依据是：首先，，卢梭、杜威、陶行知等人对生活教育理论的探讨和实践为德育生活化提供了重要理论依据；其次，现代德育价值观要求以人为本，把学生放在教育主体地位，培养具有独立道德人格的人，这些的教育理念为德育实现“生活化”提供了条件和契机；第三，建构主义所倡导的以学生为中心的学习理论为德育生活化提供了重要理论指导；第四，道德心理发展的相关理论为德育生活化的实施提供了理论依据。另外，提倡德育生活化还具有深远、合理的现实依据：目前德育之所以陷入困境，出现疲软状态，就在于受各种外在因素的影响，迷失于功利主义、受制于工具理性、局限于道德认知和与生活的疏离。德育的功利主义倾向、工具理性的膨胀、知性德育的导向使得道德教育从生活中分离出来，孤立起来，成为了毫无主体能
[Abstract]:Man is living, developing, and constructing the meaning of life in the pursuit of the meaning and value of his own existence. People and life are inseparable from human beings. Life is inseparable from human beings, human beings are the main body of life, the core of life, life is the basis for the formation and development of human beings, and life is the basis for the formation and development of human beings. Only through life can human nature be brought into play and enriched. Man labors, creates, pursues, and must abide by the logic or rules inherent in life, that is, the moral requirements of life, without which he cannot live. The relationship between morality and life is intrinsic, essential, and constitutive. Moral education for a better life is designed to comply with the inherent requirements of morality in life. Based on life, moral education is based on life, combines moral education with life, makes full use of life with rich moral resources, and guides people to a better, more meaningful and valuable life through life. The theory of moral education has important theoretical value and practical value. From its theoretical value, moral education emphasizes the center of life and solidifies the foundation of moral education. From its practical value, it points out the direction for improving the actual effect of moral education and promotes people's understanding of the current moral education reform. The theory of moral education life is not only in line with the inherent logic requirements of moral and moral education, but also has sufficient theoretical support and practical basis, the theoretical basis is: first, Rousseau, Dewey, The discussion and practice of life education theory by Tao Xingzhi and others provide an important theoretical basis for the life of moral education. Secondly, modern moral education values require people-oriented, put students in the main position of education, and cultivate people with independent moral personality. These educational concepts provide conditions and opportunities for the realization of "life" in moral education. Thirdly, student-centered learning theory advocated by constructivism provides important theoretical guidance for the life of moral education. 4th, The theory of moral psychological development provides the theoretical basis for the implementation of moral education in life. In addition, there is a profound and reasonable realistic basis for promoting the life of moral education: the reason why moral education is in a difficult position at present, there is a state of weakness. It lies in being influenced by various external factors, lost in utilitarianism, constrained by instrumental rationality, confined to moral cognition and alienation from life. The utilitarianism tendency of moral education, the expansion of instrumental rationality, The guidance of intellectual moral education makes moral education separate from life, isolated, and become the power of no subject.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2006
【分类号】：D64

【引证文献】