發(fā)布時(shí)間：2018-07-08 13:00

  本文選題：意義 + 意義失落��； 參考：《東北師范大學(xué)》2008年博士論文

【摘要】： 當(dāng)下對(duì)學(xué)校德育的種種批判不絕于耳,關(guān)于道德教育的論說(shuō)與想象似乎也陷入了喋喋不休而又令人失望的境地,盡管如此,對(duì)于如何重新喚醒道德教育的生命力仍然是熱衷于道德教育的研究者孜孜以求的目標(biāo)。本篇論文便是致力于喚醒道德教育生命力的一種嘗試,旨在通過(guò)構(gòu)建關(guān)注意義的道德教育以提升學(xué)校育人質(zhì)量,使學(xué)校德育煥發(fā)出應(yīng)有的生機(jī),重拾道德教育的本真意蘊(yùn),以期改變學(xué)校德育實(shí)效性長(zhǎng)期低靡的現(xiàn)實(shí)。 全文共分為五章對(duì)“關(guān)注意義的道德教育”進(jìn)行闡述。 第一章是對(duì)意義理論的本體解讀。這部分內(nèi)容為接下來(lái)在道德教育中研究意義問(wèn)題提供了理論支撐。關(guān)于意義問(wèn)題的研究,比較系統(tǒng)而又深入的要數(shù)哲學(xué),因此,本章便從哲學(xué)的視角來(lái)解析意義的內(nèi)涵、意義世界的特征以及個(gè)體意義世界形成所具有的一般特點(diǎn)。 第二章是對(duì)偏離意義追求的現(xiàn)代人之意義世界的省察。首先較詳細(xì)地闡述了人是意義的存在,在此基礎(chǔ)上以“意義世界的特征”為標(biāo)尺衡量當(dāng)下人們的意義世界,得出的結(jié)論是現(xiàn)代人正面臨著嚴(yán)重的意義危機(jī)。具體表現(xiàn)為,其一是成人世界的意義危機(jī),從人與超越性精神追求、與價(jià)值標(biāo)準(zhǔn)、與道德、與自然、與社會(huì)、與自我反思的疏離等幾個(gè)方面加以論述;其二是青少年世界的意義盲點(diǎn),分別對(duì)青少年學(xué)生在理想、思想觀(guān)念、責(zé)任感、正義感、人生價(jià)值觀(guān)等幾個(gè)方面存在的意義問(wèn)題加以闡述,最后,分別從文化、經(jīng)濟(jì)、科技等幾方面對(duì)意義危機(jī)產(chǎn)生的原因進(jìn)行了分析。 第三章是對(duì)偏離意義引領(lǐng)的學(xué)校德育現(xiàn)實(shí)圖景的描述。在明了當(dāng)下人們意義失落的嚴(yán)俊現(xiàn)實(shí)的同時(shí),本章主要目的就是考察現(xiàn)行的學(xué)校德育是否擔(dān)負(fù)起了意義引領(lǐng)的職責(zé)。為了充分完整地說(shuō)明這個(gè)問(wèn)題,筆者從德育目標(biāo)中意義的失落開(kāi)始,分別對(duì)德育內(nèi)容、德育方式方法、德育主體——教育者眼中的意義失落之現(xiàn)實(shí)狀況進(jìn)行了疏理與闡述,進(jìn)而表明學(xué)校德育面臨人們的意義危機(jī)是不作為的,不僅不作為而且根本沒(méi)有完成好自身的“本職使命”,即在道德教育的過(guò)程中,無(wú)論是道德規(guī)范教育還是價(jià)值觀(guān)念的培養(yǎng)都缺少必要的意義引導(dǎo),沒(méi)有揭示出規(guī)范與價(jià)值體系的深層意蘊(yùn),沒(méi)有真正地觸及道德學(xué)習(xí)主體的精神世界,沒(méi)有關(guān)注道德學(xué)習(xí)主體理解活動(dòng)的發(fā)生,這是學(xué)校德育實(shí)效性低下的根本原因;在此基礎(chǔ)上對(duì)學(xué)校德育各個(gè)環(huán)節(jié)中意義引領(lǐng)失落的影響因素進(jìn)行了分析,主要包括教育者方面的原因,家長(zhǎng)與社會(huì)方面的原因,科技、文化、經(jīng)濟(jì)方面的原因、學(xué)校教育整體的功利化傾向以及對(duì)道德教育本真涵義的曲解。 第四章是對(duì)關(guān)注意義的道德教育的理論構(gòu)建。本章著重提出了是否關(guān)注意義是區(qū)分不同道德教育的重要標(biāo)準(zhǔn),并以其為標(biāo)準(zhǔn)將道德教育劃分為兩大類(lèi),在此基礎(chǔ)上集中回答了在道德教育中為什么要關(guān)注意義;關(guān)注意義的道德教育是什么樣的,具有怎樣的特征以及關(guān)注意義的道德教育的最終發(fā)展目標(biāo)是如何設(shè)定的。 第五章是對(duì)關(guān)注意義的道德教育的策略構(gòu)建。應(yīng)該說(shuō),關(guān)注意義的道德教育的成功進(jìn)行,需要學(xué)校德育各個(gè)環(huán)節(jié),方方面面的調(diào)整或變革,筆者擇其要者并嘗試性提出,“意義論”德育理念的確立是關(guān)注意義的道德成功進(jìn)行的前提;理解是關(guān)注意義的道德成功進(jìn)行的基礎(chǔ);意義充盈的德育活動(dòng)是關(guān)注意義的道德教育成功進(jìn)行的主要途徑;智慧型教師是關(guān)注意義的道德教育成功進(jìn)行的主體保證。在此基礎(chǔ)上,又具體探討了意義論德育理念的實(shí)踐形態(tài);提出了有助于道德學(xué)習(xí)主體理解活動(dòng)發(fā)生的教育方式方法——對(duì)話(huà)交往與生命敘事;在提升德育活動(dòng)質(zhì)量的思考中,筆者指出真實(shí)的道德沖突與情境化道德教學(xué)是德育活動(dòng)質(zhì)量提升的兩翼,最后對(duì)智慧型教師應(yīng)具備的素養(yǎng)以及培養(yǎng)策略提出了簡(jiǎn)略的構(gòu)想。 至此,本文提出的“道德教育要成就人則必須要關(guān)注意義”的核心思路有了較為完整地展現(xiàn),期許這一理論上的新意能夠在現(xiàn)實(shí)道德教育活動(dòng)中展現(xiàn)其真正的實(shí)踐魅力。
[Abstract]:At present, the criticism of school moral education is all over the ear. The argument and imagination of moral education seem to have fallen into the chatter and disappointing situation. However, how to reawaken the vitality of moral education is still the goal of the researchers who are keen on moral education. An attempt to awaken the vitality of moral education aims at improving the quality of school educating people by constructing the moral education of concern, making the school moral education radiating its due vitality and regaining the true meaning of moral education, in order to change the reality of the long-term low popularity of the school moral education.
The full text is divided into five chapters to elaborate on "moral education of concerned significance".
The first chapter is an ontological interpretation of the theory of meaning. This part provides a theoretical support for the study of meaning in moral education. The research on meaning is a systematic and in-depth study of philosophy. Therefore, this chapter analyses the meaning, the characteristics of the meaning world and the individual meaning from the philosophical perspective. The general characteristics of the formation of the boundary.
The second chapter is the inspection of the meaning world of the modern man who deviates from the meaning of the deviation. First, it expounds the existence of human meaning in detail. On this basis, the meaning world is measured by "the characteristics of the meaning world", and the conclusion is that modern people are facing a serious crisis of significance. The meaning crisis of the world, from the pursuit of human and transcendental spirit, and the standard of value, morality, nature, society, and self reflection, and other aspects, the second is the blind spot of the youth world, and there are several aspects of the youth students in their ideals, ideas, sense of responsibility, sense of justice, and values of life, etc. Finally, the reasons for the crisis of meaning are analyzed from the aspects of culture, economy and science and technology.
The third chapter is the description of the realistic picture of the school moral education which is led by the deviation of meaning. At the same time, the main purpose of this chapter is to investigate whether the current school moral education takes the responsibility of leading the sense. In order to fully and completely explain the problem, the author's loss of meaning in moral education aims to fully and completely. At the beginning, the moral education content, the way of moral education, the main body of the moral education, the reality of the sense of loss in the eyes of the educator, were explained and explained, and then it showed that the moral education of the school was not done, not not only, but not to complete its own "duty", that is, in moral education. In the course of the course, both moral education and the cultivation of values are lack of necessary significance guidance, not revealing the deep meaning of the standard and value system, not really touching the spiritual world of the subject of moral learning, and not paying attention to the birth of the understanding activities of the subject of moral learning. This is the fundamental reason for the low effectiveness of school moral education. On the basis of this, the factors influencing the loss of meaning in school moral education are analyzed, including the reasons of the educator, the reasons of the parents and the society, the reasons of science and technology, culture and economy, the utilitarian tendency of the school education as a whole and the misinterpretation of the true meaning of the moral education.
The fourth chapter is the theoretical construction of moral education of concern. This chapter focuses on whether the importance of meaning is to distinguish the important standards of different moral education, and the moral education is divided into two categories according to its standard. On this basis, it focuses on the reason why the moral education should pay attention to the significance of moral education; what is the moral education concerned with the significance of the moral education? What are the characteristics and the ultimate goal of moral education in the sense of concern?
The fifth chapter is the strategic construction of moral education for the meaning of concern. It should be said that the success of moral education, which is concerned with meaning, needs every link of school moral education, the adjustment or change of all aspects. It is the basis of moral success that pays attention to meaning; the full meaning of moral education is the main approach to the success of moral education that pays attention to meaning; the intelligent teacher is the main guarantee for the success of the moral education that pays attention to the meaning. On this basis, it discusses the practical form of the concept of moral education in the meaning theory, and puts forward the help of morality. In the thinking of improving the quality of the moral activities, the author points out that the real moral conflict and the situational moral teaching are the two wings of the quality improvement of the moral activities. Finally, the author puts forward a brief introduction to the literacy and training strategies of the intelligent teachers. Conceive.
At this point, the core idea of "moral education to make people have to pay attention to the meaning" has been completely unfolded, and the new idea in this theory is expected to show its real practical charm in the practical moral education activities.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2008
【分類(lèi)號(hào)】：G41

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

1 邱永瓊;易連云;;論意義關(guān)懷的大學(xué)生思想政治教育[J];前沿;2011年08期

2 李玉潔;;以個(gè)體為指向的網(wǎng)絡(luò)思想政治教育——網(wǎng)絡(luò)思想政治教育個(gè)體價(jià)值的判斷標(biāo)準(zhǔn)與具體內(nèi)容[J];信陽(yáng)師范學(xué)院學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2012年05期

相關(guān)博士學(xué)位論文 前2條

1 李彥琳;改革開(kāi)放以來(lái)我國(guó)幼兒道德教育變革研究[D];西南大學(xué);2012年

2 張笑濤;消費(fèi)社會(huì)中大學(xué)道德教育的使命[D];華中科技大學(xué);2012年

相關(guān)碩士學(xué)位論文 前2條

1 李玉潔;網(wǎng)絡(luò)思想政治教育個(gè)體價(jià)值研究[D];廣西師范大學(xué);2011年

2 咸孟君;信息化條件下網(wǎng)上思想文化陣地建設(shè)探索[D];西南石油大學(xué);2013年

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本文編號(hào)：2107515