本文關(guān)鍵詞：論學(xué)校德育的實效性　出處：《山東師范大學(xué)》2007年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 德育實效性 工具性教育 以人為本的教育 主體性的教育

【摘要】： 道德教育問題是我國教育界及整個社會關(guān)注的熱點問題,而德育實效性又是道德教育的重點和難點。什么是德育實效性,怎樣衡量德育實效性,當(dāng)前學(xué)校德育實效性不佳的成因是什么,如何提高學(xué)校德育的實效性,對這些問題,德育理論工作者和實際工作者還缺乏深入的研究,從而造成在實際德育工作中的許多失誤,影響了學(xué)校德育的實效性。 基于對道德教育本身的理解,以及反省總結(jié)20年來我國德育研究的成果,我們認(rèn)為:德育實效性是針對德育目標(biāo)而言的,判定德育實效性的高低,要考慮是否很好地完成了德育目標(biāo)。德育目標(biāo)具有三個層次:首先是有效促進(jìn)學(xué)生道德品質(zhì)的成長與發(fā)展;其次是通過提高學(xué)生的道德水平來促進(jìn)整個社會道德水平的提高;最后是以最小的時間投入獲得最佳的效果和效益,取得較高的德育效率。因此,我們應(yīng)從三個維度去衡量德育的實效性,即內(nèi)在效果、外在效益和德育效率。內(nèi)在效果是衡量德育效果的基本尺度,是指教育要求能否順利地轉(zhuǎn)化為學(xué)生個體的思想和道德素質(zhì),即是否實現(xiàn)了“內(nèi)化”。怎樣才算內(nèi)化,又有兩個衡量標(biāo)準(zhǔn):從橫的方面來說,看構(gòu)成品德的各基本要素知、情、意、行等是否統(tǒng)一;從縱的方面來說,看個體的道德水平是否是自律的。外在效果是指是否通過提高學(xué)生的思想和道德素質(zhì),促進(jìn)了整個社會精神文明水平的提高。這也是衡量內(nèi)在效果的一個重要指標(biāo),因為內(nèi)在效果要通過外在的效益表現(xiàn)出來。德育效率是指以最小的時間投入獲得最佳的效果和最大的效益。運用以上三個維度不難考察出,當(dāng)前我國學(xué)校德育實效性是不佳的。表現(xiàn)在:內(nèi)在效果差,學(xué)生思想品德狀況與社會和學(xué)校對他們的要求存在著較大距離;整體社會道德水平不容樂觀;學(xué)校德育效率低。 導(dǎo)致學(xué)校德育實效性不佳的原因很多,但我們認(rèn)為觀念的問題才是根本原因。當(dāng)今社會形勢發(fā)生了深刻的變化。在經(jīng)濟領(lǐng)域市場經(jīng)濟體制的確立與發(fā)展,必然呼喚人的主體意識的覺醒;隨著社會的日益開放及科技、信息化時代的到來,人們面臨著更多的價值沖突和價值多元,必然要求被賦予更多的選擇價值趨向的權(quán)力。當(dāng)今的學(xué)生與以往的學(xué)生相比也有了很大的不同,他們愈來愈要求表達(dá)自己的選擇愿望和選擇權(quán)利,也愈來愈自覺地承擔(dān)自己選擇的后果。社會形勢及學(xué)生的變化,都對學(xué)校道德教育提出了沖擊與挑戰(zhàn)。但我們的學(xué)校道德教育從觀念到實踐上并沒有做好應(yīng)對的準(zhǔn)備,仍是一種無人的道德教育。之所以造成德育中無人,從根本上剖析,是受工具性教育的影響。只要工具性教育觀念不轉(zhuǎn)變,德育就無法以關(guān)懷人的成長為根本目的,德育也就不可能取得實效。 基于以上分析,對如何提高學(xué)校德育實效性提出如下對策性建議:首先,確立以人為本的德育觀。德育以人為本,是由教育的本質(zhì)、功能和價值決定的;是借鑒西方人文主義教育思潮重人性培養(yǎng)的歷史而提出的;也是針對當(dāng)前學(xué)校德育中無人之弊端而提出的。其次,將以人為本的德育觀轉(zhuǎn)化為學(xué)校道德教育的實踐,就必須貫徹幾個最基本的德育原則,即主體性原則、實踐性原則、道德教育的心理學(xué)化原則和整體性原則。貫徹這幾個基本原則,雖不能保證提高德育的實效性,但不尊重這些原則必然會導(dǎo)致德育的低效。
[Abstract]:Moral education is a hot topic in the educational circles of China and the attention of the whole society, and the effectiveness of moral education is the key and difficult point of moral education. What is the effectiveness of moral education, how to measure the effectiveness of moral education, what is the cause of the poor effectiveness of school moral education, how to improve the effectiveness of school moral education, on these issues. Lack of moral education theory workers and practical workers in-depth research, resulting in many mistakes in the practice of moral education, influence the effectiveness of school moral education.
On the moral education based on the understanding and reflection summary of 20 years of research results of moral education in our country, we think that the effectiveness of moral education is the goal of moral education is concerned, to determine the effectiveness of moral education level, to consider whether the well completion of the moral education goal. The goal of moral education has three levels: the first is effective in promoting growth with the development of the students' moral quality; second is to promote the moral level of the whole society by improving students' moral level; finally get the best effect and benefit with minimum time investment, obtain higher efficiency of moral education. Therefore, the effectiveness of the three dimensions we should measure of moral education, namely intrinsic effect, external benefit and the efficiency of moral education. The internal effect is the basic measure of the effect of moral education, refers to education can smoothly into the students' individual ideological and moral qualities, which is realized in " ". what is the internalization and two measures: from the horizontal aspect, see the composition of the basic elements of moral knowledge, love, meaning, such as whether the unified; on the other hand, individual moral level is self-discipline. The external effect refers to whether by students ideological and moral quality, promote the whole society to raise the level of spiritual civilization. This is also an important index for the internal effect, because of the intrinsic effect should be demonstrated by external benefit. Moral education efficiency refers to obtain the best results and maximum benefits with the minimum investment of time. Using the above three dimensions is not difficult to see at present, our school moral education effectiveness is poor. In: internal effect is poor, students' Ideological and moral character of the society and the school has a greater distance to their demands; overall level of social morality is not optimistic; School Moral Education The efficiency is low.
There are many reasons leading to poor effectiveness of moral education in schools, but we think the concept of the problem is the fundamental reason. Profound changes of the social situation. The establishment and development of market economy in the economic field, people will call for awakening; with the increasingly open society and science and technology, the advent of the information age, people faced with more value conflicts and value pluralism, must be given more choice of value tendency of power. The students compared with former students also made a big difference, they increasingly demand of desire and right to choose their own choice, also more and more consciously bear the consequences of their choice of social change. And the situation of students, put forward the impact and challenge of school moral education. But our school moral education from concept to practice is not ready, still It is a kind of unattended moral education. The reason that causes no one in moral education is fundamentally influenced by instrumental education. As long as the concept of instrumental education is not changed, moral education can not take care of human growth as the fundamental purpose, and moral education is impossible to achieve actual results.
Based on the above analysis, put forward the following countermeasures on how to improve the effectiveness of school moral education suggestions: first, to establish a people-oriented concept of moral education. Moral education is people-oriented, from the essence of education, function and value of the decision; the western humanism education thought of human history and culture re proposed; but also for the shortcomings of the one in school moral education it is put forward. Secondly, the human-oriented moral education concept into practice of school moral education, moral education must implement several fundamental principles, namely the principle of subjectivity, the principle of practice, the psychology principle and the whole principle of moral education. To implement these basic principles, there is no guarantee that enhance the effectiveness of moral education but, do not respect these principles will inevitably lead to the inefficiency of moral education.

【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】：2007
【分類號】：G41

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前10條

1 魏星;小學(xué)思品課教學(xué)現(xiàn)狀調(diào)查及對策研究[D];內(nèi)蒙古師范大學(xué);2011年

2 周薇;和諧社會視域下大學(xué)生公民道德建設(shè)問題研究[D];西安科技大學(xué);2011年

3 趙吉科;提高德育工作實效性的層級管理體系探究[D];四川師范大學(xué);2011年

4 于蓮;美國品格教育組織研究[D];山東師范大學(xué);2010年

5 楊麗;社會主義和諧社會大學(xué)生道德教育研究[D];東北林業(yè)大學(xué);2010年

6 李媛;小學(xué)德育活動課程現(xiàn)狀的調(diào)查研究[D];天津師范大學(xué);2012年

7 李璐璐;增強大學(xué)生德育工作實效性方法論問題研究[D];山東大學(xué);2012年

8 李林;“大思政”教育視野下的大學(xué)生德育實效性研究[D];南昌航空大學(xué);2012年

9 李重;信息技術(shù)與高中數(shù)學(xué)課程整合的研究[D];東北師范大學(xué);2012年

10 蘇艷花;薩拉齊第二中學(xué)德育管理實效性研究[D];內(nèi)蒙古師范大學(xué);2013年

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本文編號：1406909