本文關(guān)鍵詞： 道德移情能力 必要性 培養(yǎng)策略　出處：《河北師范大學》2014年碩士論文　論文類型：學位論文

【摘要】：道德移情能力,是道德能力的重要組成部分,是個體在與他人交往的過程中,調(diào)動自己已有的認知,發(fā)揮自身的想象能力,把自我放置于他人的位置,體驗他人的情感,針對他人的情緒情感狀態(tài),在自身產(chǎn)生的一種替代性情感反應能力。道德移情能力既包括認知成分也包括情感成分,是理性與感性兩種力量相互協(xié)調(diào)、相互作用的結(jié)果。國內(nèi)外學者對于移情的研究大多集中于移情產(chǎn)生的動態(tài)過程,以及影響因素,道德移情能力的研究相對缺乏且不成系統(tǒng)。所以,道德移情能力的研究,在道德教育領(lǐng)域具有理論意義和現(xiàn)實意義。 本文的研究從能力、道德能力、以及道德移情能力理論入手,將理論與實踐相結(jié)合,指出道德移情能力培養(yǎng)的必要性和有效途徑。 論文包含三大部分： 第一部分,首先,對道德移情能力及其相關(guān)概念進行闡釋。通過對道德移情能力涵義的分析、以及道德移情能力與道德能力、與同情的比較研究,對道德移情能力進行了概念的解讀。其次,在概念界定的基礎(chǔ)上得出道德移情能力的四個特征即：道德情感與道德認知、道德判斷與觀點采擇、道德主體的想象與客觀現(xiàn)實、先天遺傳與后天教育的統(tǒng)一。最后,在嚴謹?shù)姆治龅赖乱魄槟芰Φ母拍詈?指出它的四大結(jié)構(gòu)要素：觀點采擇能力、想象力、道德情感分享與共鳴能力、情緒調(diào)節(jié)能力。 第二部分,闡述提高道德移情能力的必要性和可行性。首先,從道德移情能力與親社會行為,與道德能力關(guān)系的角度,說明提高道德移情能力是培養(yǎng)親社會行為和提高道德能力的必然要求。其次,結(jié)合道德教育現(xiàn)狀,闡述提高道德移情能力是扭轉(zhuǎn)轉(zhuǎn)型期社.會道德現(xiàn)狀、克服傳統(tǒng)道德教育偏重道德知識傳授的弊端、落實基礎(chǔ)教育德育課課程標準的要求。最后,從人類情緒情感的感染性以及能力的可塑性角度,分析得出道德移情能力的培養(yǎng)的具有可行性的。 第三部分,以前三部分的論述為基礎(chǔ),廣泛借鑒社會學、倫理學、心理學、教育學等學科的相關(guān)知識,針對當前道德教育存在的弊端,提出培養(yǎng)道德移情能力的策略。首先,是道德情境的選擇。道德情境對于道德移情能力的培養(yǎng)有重要的作用,所以,要在設(shè)置的與真實的道德情境中培養(yǎng)道德移情能力。其次,引導學生在與他人的情感共鳴中形成和發(fā)展道德移情能力,通過角色扮演與教育模擬、情緒追憶與升華、對他人語言表 征與微表情的理解提升道德移情能力。最后,在教師移情能力的感染中培養(yǎng)學生道德移情能力。教師在與學生的交往中,通過自身高水平的道德移情能力感染學生,促進學生道德移情能力的發(fā)展。
[Abstract]:The ability of moral empathy is an important part of moral ability. It is an individual who, in the process of interacting with others, exerts his own cognition, exerts his own imagination, puts himself in the position of others, and experiences the feelings of others. The ability of moral empathy includes both cognitive and emotional components, which is the coordination between rational and emotional forces. The results of interaction. Domestic and foreign scholars mostly focus on the dynamic process of empathy, as well as the influence factors, the study of moral empathy ability is relatively lacking and not systematic. Therefore, the study of moral empathy ability, It has theoretical and practical significance in the field of moral education. Based on the theory of ability, moral ability and moral empathy ability, this paper combines theory with practice, and points out the necessity and effective way of cultivating moral empathy ability. The thesis consists of three parts:. The first part, first of all, explains the moral empathy ability and its related concepts, through the analysis of the meaning of moral empathy ability, as well as the comparative study of moral empathy ability and moral ability, and sympathy. Secondly, on the basis of the definition of the concept, four characteristics of moral empathy ability are obtained: moral emotion and moral cognition, moral judgment and point of view selection, imagination and objective reality of moral subject. Finally, after a rigorous analysis of the concept of moral empathy, the author points out its four structural elements: the ability to take ideas, imagination, the ability to share and resonate with moral emotions, and the ability to regulate emotions. The second part, expound the necessity and feasibility of improving moral empathy ability. First, from the angle of moral empathy ability and pro-social behavior, and moral ability, It shows that improving the ability of moral empathy is the inevitable requirement of cultivating pro-social behavior and improving moral ability. Secondly, according to the present situation of moral education, it is expounded that improving the ability of moral empathy is to reverse the social and moral status quo in the transformation period. In order to overcome the disadvantages of traditional moral education, and implement the curriculum standard of moral education in basic education, finally, from the point of view of the infectivity of human emotion and the plasticity of ability, It is concluded that the cultivation of moral empathy ability is feasible. The third part, on the basis of the exposition of the previous three parts, draws lessons from the relevant knowledge of sociology, ethics, psychology, pedagogy and so on, and puts forward the strategy of cultivating the ability of moral empathy in view of the drawbacks of the current moral education. Moral situation is the choice of moral situation. Moral context plays an important role in the cultivation of moral empathy ability. To guide students to form and develop moral empathy ability in emotional resonance with others, through role playing and educational simulation, emotional recall and sublimation, and language table of others. Finally, to cultivate students' moral empathy ability in the infection of teachers' empathy ability. In the interaction with students, teachers infect students through their own high level of moral empathy ability. To promote the development of students' moral empathy ability.
【學位授予單位】：河北師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：G41

【參考文獻】

相關(guān)期刊論文 前1條

1 王愛芬;;淺析角色扮演法及其在學生心理發(fā)展中的意義[J];教育理論與實踐;2007年S2期

，

本文編號：1538376