本文選題：道德教育 + 道德情感�。� 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：道德教育的根本任務(wù),在于幫助受教育者提升品格,形成德性。為了完成這一任務(wù),實現(xiàn)育人德性的目標,道德教育過程必然是知情意行的結(jié)合。也唯有知情意行的環(huán)環(huán)相扣,方能將概念化的德育知識真正轉(zhuǎn)化為落入實踐的道德行為。道德情感作為其中重要的一環(huán)不可忽視,因為道德情感不僅因其作為個體品德構(gòu)成要素影響個體道德發(fā)展,更因其作為情感的組成部分而包含的情感本身的價值判斷、激勵等功能影響著個體道德的發(fā)展。人類的道德實踐必然是伴隨著情感體驗的道德實踐,因此道德教育也必須關(guān)注過程中的情感體驗,只有促使道德情感的功能在德育過程中發(fā)揮其最大作用,才能促使道德教育效果更好地實現(xiàn)。然而在當前道德教育過程中,道德情感本身的重要性并未得到體現(xiàn),因此,道德情感的價值判斷功能自然也無法得到體現(xiàn)。甚至在對道德情感的功能研究本身,對于道德情感的價值判斷功能也并未得到很好地認識。無論是道德情感的四功能說還是五功能說或是其他關(guān)于道德情感功能的論說中,都很少論及道德情感本身在價值判斷上的重要功能。而事實上,道德情感的價值判斷功能在提升道德教育實效性上是具有重要意義的。具體來說,道德情感的價值判斷功能是指面對個體自身以及外界的人和事物時,個體自身的道德情感能夠幫助個體結(jié)合自身與社會的需要對其是否有價值、有多大價值、具體是怎樣的價值進行判斷,從而實現(xiàn)善與惡、美與丑的區(qū)分和把握,體現(xiàn)人的精神需求和德行水準。它不僅作為道德情感功能的一部分對道德教育的實效性發(fā)揮作用,更因其自身的價值判斷特殊性影響著受教育者進行的價值選擇,這在受教育者的道德思想發(fā)展上是極為重要的�；谝陨蟽牲c,本文試從道德情感的價值判斷功能出發(fā),探索提升道德情感的方法,以期提高學(xué)校道德教育的實效性。論文分為四個主要部分:第一部分是對論文涉及主要概念的解釋。首先,對道德情感的價值判斷功能有關(guān)的情感、道德情感、價值判斷的概念進行分析,解釋了每個概念所包含的特性以及相關(guān)概念之間的關(guān)系。其次,在介紹了概念背景之后,從情感的特性、道德情感的特性以及道德本身包含的價值意蘊三個方面詳細分析了道德情感的價值判斷功能的存在依據(jù)。最后,著重分析了道德情感的價值判斷功能在具體實踐過程中的三種表現(xiàn)形式,即鑒別形式、批判形式與自省形式。第二部分論述了當前我國道德教育中道德情感價值判斷功能的缺失。該部分是論文的實踐切入點,也是論文想要解決的問題。從道德教育的教學(xué)內(nèi)容、教學(xué)方式以及評價模式三個方面對道德教育中道德情感價值判斷功能的缺失進行了分析。第三部分從社會客觀層面與個人主觀層面分析了道德情感的價值判斷功能缺失的原因。社會客觀層面從關(guān)注制度安排的教育傳統(tǒng)與過度保護的學(xué)校教育環(huán)境兩個角度出發(fā)進行論述,個人主觀層面從教師認知、師德修養(yǎng)以及師生關(guān)系三個層面進行論述。第四部分探討了道德情感的價值判斷功能在道德教育中的應(yīng)用。這是本文的重難點,也是將理論與具體實踐結(jié)合的最重要的部分。一方面解釋了它在道德教育的運用中的主要原則,包括適應(yīng)性和主體性相結(jié)合、理性教學(xué)與動情感染相結(jié)合、社會實踐與個體感悟相結(jié)合。另一方面,提出了具體實施方法。為了將原則落到實處,必須創(chuàng)設(shè)具有情感氛圍的道德情境,師生之間建立對話關(guān)系、彼此提供情感支持,培養(yǎng)良好地移情能力,提升學(xué)生道德直覺判斷的準確性,最后,要優(yōu)化評價模式,實施多元評價。
[Abstract]:The basic task of moral education is to help the educated to improve their character and form virtue. In order to accomplish this task and achieve the goal of educating people, the process of moral education is bound to be the combination of knowing and thinking. Emotion, as an important part of it, can not be ignored, because moral emotion not only affects individual moral development as an element of individual moral character, but also the value judgment of emotion itself, which is included as part of emotion, and the function of motivation affects the development of individual morality. Human moral practice is bound to be accompanied by emotion. Moral practice, therefore, must also pay attention to emotional experience in the process of moral education. Only by promoting the function of moral emotion to play its greatest role in the process of moral education, can the effect of moral education be better realized. However, in the process of moral education, the importance of moral feeling itself is not reflected, therefore, morality. The function of the value judgment of emotion can not be embodied naturally. Even in the functional study of moral emotion, the value judgment function of moral emotion has not been well understood. No matter the four function theory of moral emotion or the five function theory or other theories about moral feeling function, the moral sentiment is seldom discussed. In fact, the value judgment function of moral emotion is of great significance in improving the effectiveness of moral education. In particular, the value judgment function of the moral emotion refers to the individual's own moral emotion can help the individual to combine in the face of the individual and the person and things of the outside world. The needs of itself and society are worth judging whether it has value, how valuable it is, and how it is specific, so as to realize the distinction and grasp of good and evil, beauty and ugliness, and reflect the spiritual needs and moral standards of human beings. It not only plays a role in the actual effect of moral education as a part of the moral emotion function, but also the value of its own value. Judging the particularity affects the value choice of the educated, which is very important in the development of the moral thought of the educator. Based on the above two points, this paper tries to explore the method of improving moral emotion from the value judgment function of moral emotion, in order to improve the actual effect of moral education in school. The thesis is divided into four main parts: The first part is the interpretation of the main concepts involved in the thesis. First, it analyzes the emotion, moral emotion and value judgment of the value judgment function of moral emotion, explains the characteristics of each concept and the relationship between the related concepts. Secondly, after introducing the conceptual background, it is from the emotional characteristics and moral feelings. The characteristic of sense and the value implication of morality itself contains three aspects to analyze the existence basis of the value judgment function of moral emotion. Finally, it focuses on the analysis of the three forms of expression of the value judgment function of moral emotion in the concrete practice process, namely the form of identification, the form of judgment and the form of self-examination. The second part discusses the present situation. The lack of moral emotion value judgment function in moral education in our country. This part is the starting point of the paper and the problem that the paper wants to solve. From three aspects of moral education's teaching content, teaching method and evaluation model, the lack of moral emotion value judgment function in moral education is analyzed. The third part is from the society. The objective level and the subjective level of the subjective analysis of the reasons for the lack of value judgment function of moral emotion. The social objective level is discussed from two aspects: the educational tradition of institutional arrangement and the overprotective school education environment, and the subjective level of the individual from the three aspects of teachers' cognition, teacher and moral cultivation and teacher-student relationship. The fourth part discusses the application of the value judgment function of moral emotion in moral education. It is the most important and difficult part of this article. It is also the most important part of the combination of theory and concrete practice. On the one hand, it explains its main principles in the use of moral education, including the combination of adaptability and subjectivity, rational teaching and emotional infection. Combined with the combination of social practice and individual perception. On the other hand, it puts forward specific implementation methods. In order to put the principles into reality, we must create a moral situation with emotional atmosphere, establish a dialogue relationship between teachers and students, provide emotional support to each other, cultivate good empathy energy, improve the accuracy of students' moral intuition, and finally, Optimize the evaluation model and implement multiple evaluation.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G41

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