杜威德育理论对我国中学德育实践的启示

发布时间：2018-05-06 07:35

本文选题：杜威 + 德育理论　；参考：《河北师范大学》2017年硕士论文

【摘要】：约翰·杜威是近代美国的哲学家、教育学家和心理学家,同时也是一位积极推动社会改革、一生致力于发展民主主义教育思想的伟大实践者。他既是美国实用主义哲学的代表人物之一,同时也是西方道德教育领域最有影响力的教育家之一。他的一生都非常重视道德教育的发展,并系统地提出了自己的道德教育理论,亲自进行了大量的实践研究,其道德教育理论在美国乃至世界教育史上都占据了重要的地位。本文以杜威的道德教育理论体系作为开展理论研究的基础,以如何将杜威的道德教育理论融入到我国中学道德教育之中为研究目标,全面阐述了杜威道德教育理论的时代背景、理论来源,并系统地从四个方面对杜威德育理论的内涵进行了概括和阐释,对杜威德育理论的历史贡献和局限性做出了客观的评价。当前我国正处于开展基础教育改革的关键时期,我国中学生身上日益显现的道德意识的缺失现象使得社会转型时期的传统德育思想及相应的教育模式正面临着极大挑战。因此在传统道德教育思想的基础之上,客观、理性地借鉴杜威德育理论的精华,探寻适合我国现代化社会发展的新型中学德育模式,对于我们正确应对和解决新时期中学道德教育中存在的诸多问题有着重要的启示和借鉴意义。杜威道德教育思想的产生是基于当时美国历史和社会发展需要的背景的,杜威是一位真正做到与时俱进的教育家,其一生积累的大量教育实践经验也形成了后期丰厚的思想沉淀,为其道德教育思想的形成和道德教育方法的提出奠定了现实基础。杜威以实用主义的经验论哲学为基础,构建了其道德教育理论。他提出了道德教育的目的是形成健康人格和培养学生适应社会的能力;道德教育的内容蕴含于社会生活和学校其它学科的教学内容之中;道德教育的途径是使学校生活、教法和课程这三者以学生在实际生活中的道德行为作为核心和纽带,最终有机统一于社会生活之中。杜威的道德教育理论容纳了历史上几乎所有关于道德教育的理论,并成为当代许多道德教育理论的思想基础和理论来源,其道德教育理论不仅渗透到了美国的学校道德教育,进而影响到世界各国的道德教育实践。为了更加全面准确地把握杜威德育理论的内涵及精神实质,本文对杜威道德教育思想进行了较为客观的评析,虽不能认同他为了追求片面的深刻而导致的舍本逐末进入唯心主义的误区,但也不影响我们认真的看待和科学的借鉴其理论思想中的合理性因素。本文通过对目前我国中学道德教育的实践情况进行分析,基本理清了中学德育实践中教育目标理想化、德育内容缺乏时代感、德育教学方式机械单一、德育环境优化不足等问题。在经济全球化、利益多元化的今天,对我国中学德育实践产生实际影响的因素还有其他许多方面,这需要不断拓展我们的研究,与时俱进把握影响中学德育实践因素的最新理论。结合杜威德育理论和我国现阶段的实际情况,本文开展了对我国中学德育实践的现实路径探索。针对我国当前中学德育实践中存在的问题,提出解决策略需要从四个方面展开:树立科学的德育目标;使德育内容更加贴近生活;创设多样化的中学实践教学方式,以社会活动助力道德教育的开展;调动社会各界力量配合学校建立优良的德育宏观环境。重点强调应坚持道德教育的首要地位,塑造学生健康人格,重视学生个性发展与全面发展相统一,突出德育内容的现实生活意义,以我国传统伦理思想精髓作为德育内容的良好补充。发挥参观红色革命圣地和安排学生参加社会公益服务的作用,引发学生的思想升华,使德育课程与其他各科教学同行并进。要切实解决中学德育中存在的问题,既需要理论的反思,也需要实践的改革。我国中学德育实践想要取得理想的效果,除了学校方面应扬弃地借鉴杜威德育思想之外,还需要家庭和社会各界的共同努力,为中学生的道德教育打造一个良好和谐的环境。
[Abstract]:John Dewey, a modern American philosopher, educationist and psychologist, was also a great practitioner who actively promoted social reform and devoted his life to the development of democratic education. He was one of the representative figures of American pragmatism and was also the most influential educator in the field of Western Fang Daode's education. First, his whole life attaches great importance to the development of moral education, and systematically puts forward his own moral education theory, and has carried out a large number of practical studies in person. His moral education theory occupies an important position in the history of education in the United States and the world. This paper takes Dewey's moral education theory as the basis for carrying out theoretical research. In order to integrate Dewey's moral education theory into the middle school moral education of our country as the research goal, it expounds the background of the theory of Dewey's moral education, the source of theory, and systematically summarizes and interprets the connotation of Dewey's moral education theory from four aspects, and makes the historical contribution and limitation to Dewey's moral education theory. At present, our country is in the key period of carrying out the reform of basic education. The phenomenon of the lack of moral consciousness which is increasingly appearing on the middle school students in our country makes the traditional moral education thought and the corresponding educational mode facing great challenges in the period of social transformation. Therefore, on the basis of traditional moral education thought, objective and rational. To learn from the essence of Dewey's moral education theory and explore a new model of moral education suitable for the development of modern society in our country, it has important enlightenment and reference significance for us to deal with and solve many problems in moral education in the new period in the new period. The emergence of Dewey's moral education thought is based on the history and social development of the United States at that time. With the background of the exhibition, Dewey is an educationist who is really keeping pace with the times. His accumulated abundant educational experience in his life has also formed a rich later period of thought, which lays a realistic foundation for the formation of moral education thought and the method of moral education. Dewey is based on the empiricism philosophy of pragmatism. His moral education theory. He proposed that the purpose of moral education is to form a healthy personality and cultivate the students' ability to adapt to the society; the content of moral education is contained in the teaching content of social life and other disciplines of the school. The way of moral education is to make school life, teaching law and curriculum the three students in the actual life. As the core and bond, behavior is finally unified in social life. Dewey's theory of moral education holds almost all the theories about moral education in history, and has become the ideological basis and theoretical source of many contemporary moral education theories, and its moral education theory is not only permeated to the school moral education in the United States, and then it is reflected. In order to make a more comprehensive and accurate grasp of the connotation and spiritual essence of Dewey's moral education theory, this article makes a more objective analysis of Dewey's moral education thought, although it can not agree with him, but it does not affect us, but it does not affect us, but it does not affect us. Through the analysis of the current situation of moral education in middle schools in our country, this article clarifies the problems of the idealization of educational goals in the practice of moral education in middle school, the lack of the sense of the times, the single mechanism of moral education and the lack of the optimization of the moral environment. With the globalization of economy and the diversity of interests, there are many other factors that have a practical impact on the practice of moral education in middle schools in our country. This needs to continue to expand our research and keep pace with the times to grasp the latest theories that affect the practical factors of moral education in Middle Schools. This paper has carried out a combination of Dewey's moral education theory and the actual situation in China at the present stage. To explore the practical path of moral education practice in middle schools in our country, in view of the existing problems in the practice of moral education in middle schools in our country, the solutions should be put forward in four aspects: to set up a scientific moral education goal, to make the content of moral education close to life, to create a variety of practical teaching methods in middle school, to carry out moral education in social activities; The forces of all walks of life cooperate with schools to establish a fine macro environment for moral education. Emphasis should be placed on the importance of adhering to the primary status of moral education, shaping the healthy personality of students, emphasizing the unity of the students' personality development and overall development, stressing the realistic meaning of the moral content, and taking the essence of our traditional ethical thought as a good supplement to the content of moral education. To play the role of visiting the red revolutionary holy place and to arrange the students to participate in the social service of public welfare, the students' thoughts are promoted and the moral education curriculum and the other subjects of the other subjects are advanced. It is necessary for the theoretical reflection and the reform of practice to solve the problems in moral education in middle schools. The effect, in addition to the school should be abandoned to learn from Dewey's moral education thought, it is also necessary for the family and the community to work together to create a good and harmonious environment for the moral education of middle school students.

【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G631

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