本文選題：德育生活化 + 主體建構　； 參考：《黑龍江高教研究》2012年02期

【摘要】：德育生活化是利用富有道德意蘊的生活,引導學生確立主體地位,形成主體建構,發(fā)揮主體向善性,使主體在充滿人文關懷的道德環(huán)境中過有道德的生活,在耳濡目染中陶冶情操、涵養(yǎng)德行。并采取義利統(tǒng)一、情理交融、顯隱結合、實虛相濟、和諧發(fā)展、交互影響、身心兼顧、言行并用等方式發(fā)揮交互主體性作用,共同探究生活意義、思考人生價值、領悟道德內涵,引領主體體驗道德的幸福與崇高,達到主體自身及主體之間的和諧發(fā)展。
[Abstract]:The life of moral education is to make use of the life which is full of moral implication, to guide students to establish the status of subject, to form the construction of subject, to give full play to the nature of subject to good, and to make the subject lead a moral life in the moral environment full of humanistic concern. In osmosis edify sentiment, cultivate virtue. It also takes the following methods: the unity of justice and benefit, the blending of reason and reason, the combination of truth and hidden, the combination of reality and deficiency, the harmonious development, the interaction of influence, the consideration of body and mind, and the use of words and deeds to play an interactive subjective role in exploring the meaning of life and thinking about the value of life. Understanding the moral connotation, leading the subject to experience the happiness and sublimity of morality, and achieving the harmonious development of the subject itself and between them.
【作者單位】： 南通大學學生工作部;南通體臣衛(wèi)生學校;
【基金】：江蘇省高校哲學社會科學2008年度研究項目“高校德育生活化途徑研究”(編號:08SJB8800025)的階段性成果
【分類號】：G641

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