我國學(xué)校德育從物化到人本化的轉(zhuǎn)向研究
發(fā)布時(shí)間：2019-07-04 15:12
【摘要】：2003年10月，胡錦濤總書記在中國共產(chǎn)黨十六屆三中全會《中共中央關(guān)于完善社會主義市場經(jīng)濟(jì)若干問題的決定》中，提出了堅(jiān)持以人為本，樹立全面、協(xié)調(diào)、可持續(xù)的科學(xué)發(fā)展觀。這就是把以人為本作為科學(xué)發(fā)展觀的核心，將以人為本提升到了全社會指導(dǎo)思想的戰(zhàn)略高度。人本的問題成為了當(dāng)今理論界與現(xiàn)實(shí)生活中的熱點(diǎn)問題。道德教育是教育工作中的重中之重，而學(xué)校是進(jìn)行道德教育的主陣地，由于傳統(tǒng)德育中陳舊觀念的不良影響、社會現(xiàn)實(shí)發(fā)展的影響以及學(xué)校德育工作中的不足，造成了我國學(xué)校德育出現(xiàn)了“非人化”即“物化”的現(xiàn)象，本文就是立足于“以人為本”的時(shí)代精神，，通過對我國學(xué)校物化德育現(xiàn)象和危害的分析，對當(dāng)前學(xué)校物化德育進(jìn)行分析和批判，探索德育從物化到人本化轉(zhuǎn)向的理論依據(jù)和現(xiàn)實(shí)契機(jī)，進(jìn)而呼吁人本德育的教育理念和教育方式，提出實(shí)現(xiàn)這種轉(zhuǎn)向的具體途徑。 本文的正文共分為五個(gè)部分： 第一部分為引言。開篇論述了問題的提出及選題的理論意義和現(xiàn)實(shí)意義，國內(nèi)外研究現(xiàn)狀，研究思路與方法以及研究重點(diǎn)、難點(diǎn)和創(chuàng)新點(diǎn)。 第二部分闡述物化德育與人本化德育的內(nèi)涵和特點(diǎn)。物化德育中教育者所傳授的是脫離了人性的既定的、空洞的道德規(guī)范，在德育的實(shí)施中不是以受教育者為主體，而且與人性所特有的過程和規(guī)律背道而馳。物化德育的特點(diǎn)為：在德育目標(biāo)方面，堅(jiān)持功利化的價(jià)值取向；在德育功能方面，注重德育的社會性功能；在德育內(nèi)容方面，脫離學(xué)生的生活與需要；在德育的過程方面，以灌輸為主要方法；在德育評價(jià)方面，評價(jià)主體和評價(jià)內(nèi)容單一。人本化德育，簡而言之就是以人為本的德育，即以現(xiàn)實(shí)的人為出發(fā)點(diǎn)，在德育過程中發(fā)揮人的主體性、發(fā)揚(yáng)人文關(guān)懷，把人的全面發(fā)展作為最終目的。人本化德育的特點(diǎn)為：從現(xiàn)實(shí)的人出發(fā)；以促進(jìn)人的全面發(fā)展為德育目標(biāo)；把以人為本作為貫穿德育始終的理念。 第三部分論述了我國學(xué)校德育中的物化現(xiàn)象及其危害。我國學(xué)校德育中的物化現(xiàn)象具體表現(xiàn)為以社會本位為主的德育目標(biāo)體系，忽視個(gè)體價(jià)值的實(shí)現(xiàn)；忽視情感認(rèn)同，以既定的道德規(guī)范為德育內(nèi)容；輕視受教育者主體性，以灌輸為主要德育方法；偏重理論脫離實(shí)踐，以道德認(rèn)知為德育評價(jià)內(nèi)容。物化德育不利于受教育者的全面發(fā)展、不利于德育實(shí)效性的發(fā)揮、不利于科學(xué)發(fā)展觀“以人為本”理念的貫徹落實(shí)。 第四部分研究了我國學(xué)校德育從物化到人本化轉(zhuǎn)向的理論依據(jù)和現(xiàn)實(shí)契機(jī)。首先，從哲學(xué)、心理學(xué)、倫理學(xué)和教育學(xué)多角度地闡述了其理論依據(jù)。其次，從符合受教育者全面發(fā)展的需要、是改革當(dāng)前德育現(xiàn)狀的訴求、是市場經(jīng)濟(jì)健康發(fā)展的呼喚、順應(yīng)科學(xué)發(fā)展觀“以人為本”的要求這四個(gè)方面分析了其現(xiàn)實(shí)契機(jī)。 第五部分探討了我國學(xué)校德育從物化轉(zhuǎn)向人本化的具體實(shí)施途徑。實(shí)現(xiàn)德育從物化到人本化的轉(zhuǎn)向必須從學(xué)校內(nèi)部德育方式的改革和社會環(huán)境的優(yōu)化這兩方面入手。首先：以人為出發(fā)點(diǎn)研究道德本質(zhì)，以學(xué)生的德性為歸宿；實(shí)現(xiàn)德育生活化，以實(shí)踐道德生活為目標(biāo)；多角度的認(rèn)識教育對象，以學(xué)生的精神需要為動力；加強(qiáng)教育者的人文關(guān)懷，以構(gòu)建和諧的師生關(guān)系為基本途徑；完善德育評價(jià)方式，以發(fā)展性德育評價(jià)為宗旨。其次：優(yōu)化社會政治、經(jīng)濟(jì)和文化環(huán)境，提供高效的育人平臺；優(yōu)化社區(qū)環(huán)境，營造和諧穩(wěn)定的育人氛圍；優(yōu)化家庭環(huán)境，尋求有利的育人支持；加強(qiáng)大眾傳媒的監(jiān)督管理，建設(shè)文明的育人環(huán)境。 最后，在結(jié)語部分總結(jié)了本文的核心論點(diǎn)，說明了本文研究工作的不足之處，提出了對于未來研究工作的建議。
[Abstract]:In October 2003, General Secretary of Hu Jintao, in the Third Plenary Session of the Sixteenth Central Committee of the Communist Party of China and the Central Committee of the Communist Party of China (CPC) on the improvement of a number of issues of the socialist market economy, put forward the scientific development view, which is based on the people-oriented, comprehensive, coordinated and sustainable development. This is to take the people-oriented as the core of the scientific development view, and raise the people-oriented to the strategic height of the guiding ideology of the whole society. The human-oriented problem has become a hot issue in the theory and real life of the present day. The moral education is the most important in the work of education, and the school is the main position for moral education, because of the bad influence of the traditional moral education, the influence of the social reality and the deficiency in the work of school moral education, The article is based on the time spirit of "people-oriented", through the analysis of the phenomenon and the harm of the physical and chemical moral education in our country, and analyzes and criticizes the current school physical and chemical moral education. This paper probes into the theoretical basis and the realistic opportunity of the turning of moral education from the materialization to the transformation, and then appeals to the education idea and the education way of the human-based moral education, and puts forward the concrete way to realize this kind of steering. The text of this paper is divided into five parts. Sub-section: Part I In this paper, the paper discusses the question and the theoretical and practical significance of the question, the present situation of the research, the research thoughts and methods, the research focus, the difficulty and the research. The second part expounds the physical and chemical moral education and the moral education. The content and characteristic of the education in the physical and chemical moral education is the established and empty moral standard which is divorced from the human nature. In the implementation of the moral education, it is not the subject of the educatee, but also the process and the rules peculiar to the human nature. The characteristics of the physical and chemical moral education are: to adhere to the value orientation of the utilitarianism in the aspect of moral education; to pay attention to the social function of moral education in the aspects of moral education; to break away from the life and needs of the students in the content of moral education; and to indoctrinate in the process of moral education. in that context of the evaluation of moral education, the evaluation of the subject and evaluation The content of the price is single. The moral education, in short, is the people-oriented moral education. For the end purpose, the characteristics of the moral education are: starting from the realistic people; promoting the overall development of the human being as the goal of the moral education; and taking the people-oriented as the through moral education The third part discusses the article in the school moral education of our country The phenomenon of materialization and its harm in school moral education in our country are manifested as the goal system of moral education based on the social standard, the realization of ignoring the individual value, the neglect of the emotional identity, the established moral standard as the content of the moral education, the neglect of the subject of the educatees, and the indoctrination. It is the main method of moral education; the theory of deviation is applied to the practice of moral education, and the moral cognition To evaluate the content of moral education, the physical and chemical moral education is not conducive to the comprehensive development of the educatees, which is not conducive to the actual effect of the moral education, and is not conducive to the "people-oriented" of scientific development The fourth part of the study of the school moral education in our country from the materialization to the Theoretical basis and realistic opportunity. First, from the perspective of philosophy, psychology, ethics and pedagogy On the basis of the need of the comprehensive development of the educated, it is the demand of the current situation of the reform of the present moral education, which is the call for the healthy development of the market economy, and the four parties are in accordance with the "people-oriented" of the scientific development view The fifth part discusses the physical and physical transfer of school moral education in our country. The way to realize the transformation of moral education from the materialization to the transformation must be from the reform and the society of the mode of moral education in the school The first is to study the essence of the morality with the man-made starting point, to take the student's virtue as the destination, to realize the life of the moral education and to practice the moral life as the goal, to realize the education object of the multi-angle, and to take the students' spirit as the motive force Strengthen the humanistic care of the educators to build a harmonious relationship between the teacher and student as the basic way, and improve the way of moral education evaluation. The purpose of the evaluation of the developmental moral education is to optimize the social, political, economic and cultural environment, to provide an efficient education platform, to optimize the community environment, to create a harmonious and stable educational atmosphere, to optimize the family environment and to seek the beneficial education support, and to strengthen the supervision of the mass media. In the end, the core point of this paper is summarized in the epilogue, and the shortcomings of the research work in this paper are described.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G641
本文編號：2510012
[Abstract]:In October 2003, General Secretary of Hu Jintao, in the Third Plenary Session of the Sixteenth Central Committee of the Communist Party of China and the Central Committee of the Communist Party of China (CPC) on the improvement of a number of issues of the socialist market economy, put forward the scientific development view, which is based on the people-oriented, comprehensive, coordinated and sustainable development. This is to take the people-oriented as the core of the scientific development view, and raise the people-oriented to the strategic height of the guiding ideology of the whole society. The human-oriented problem has become a hot issue in the theory and real life of the present day. The moral education is the most important in the work of education, and the school is the main position for moral education, because of the bad influence of the traditional moral education, the influence of the social reality and the deficiency in the work of school moral education, The article is based on the time spirit of "people-oriented", through the analysis of the phenomenon and the harm of the physical and chemical moral education in our country, and analyzes and criticizes the current school physical and chemical moral education. This paper probes into the theoretical basis and the realistic opportunity of the turning of moral education from the materialization to the transformation, and then appeals to the education idea and the education way of the human-based moral education, and puts forward the concrete way to realize this kind of steering. The text of this paper is divided into five parts. Sub-section: Part I In this paper, the paper discusses the question and the theoretical and practical significance of the question, the present situation of the research, the research thoughts and methods, the research focus, the difficulty and the research. The second part expounds the physical and chemical moral education and the moral education. The content and characteristic of the education in the physical and chemical moral education is the established and empty moral standard which is divorced from the human nature. In the implementation of the moral education, it is not the subject of the educatee, but also the process and the rules peculiar to the human nature. The characteristics of the physical and chemical moral education are: to adhere to the value orientation of the utilitarianism in the aspect of moral education; to pay attention to the social function of moral education in the aspects of moral education; to break away from the life and needs of the students in the content of moral education; and to indoctrinate in the process of moral education. in that context of the evaluation of moral education, the evaluation of the subject and evaluation The content of the price is single. The moral education, in short, is the people-oriented moral education. For the end purpose, the characteristics of the moral education are: starting from the realistic people; promoting the overall development of the human being as the goal of the moral education; and taking the people-oriented as the through moral education The third part discusses the article in the school moral education of our country The phenomenon of materialization and its harm in school moral education in our country are manifested as the goal system of moral education based on the social standard, the realization of ignoring the individual value, the neglect of the emotional identity, the established moral standard as the content of the moral education, the neglect of the subject of the educatees, and the indoctrination. It is the main method of moral education; the theory of deviation is applied to the practice of moral education, and the moral cognition To evaluate the content of moral education, the physical and chemical moral education is not conducive to the comprehensive development of the educatees, which is not conducive to the actual effect of the moral education, and is not conducive to the "people-oriented" of scientific development The fourth part of the study of the school moral education in our country from the materialization to the Theoretical basis and realistic opportunity. First, from the perspective of philosophy, psychology, ethics and pedagogy On the basis of the need of the comprehensive development of the educated, it is the demand of the current situation of the reform of the present moral education, which is the call for the healthy development of the market economy, and the four parties are in accordance with the "people-oriented" of the scientific development view The fifth part discusses the physical and physical transfer of school moral education in our country. The way to realize the transformation of moral education from the materialization to the transformation must be from the reform and the society of the mode of moral education in the school The first is to study the essence of the morality with the man-made starting point, to take the student's virtue as the destination, to realize the life of the moral education and to practice the moral life as the goal, to realize the education object of the multi-angle, and to take the students' spirit as the motive force Strengthen the humanistic care of the educators to build a harmonious relationship between the teacher and student as the basic way, and improve the way of moral education evaluation. The purpose of the evaluation of the developmental moral education is to optimize the social, political, economic and cultural environment, to provide an efficient education platform, to optimize the community environment, to create a harmonious and stable educational atmosphere, to optimize the family environment and to seek the beneficial education support, and to strengthen the supervision of the mass media. In the end, the core point of this paper is summarized in the epilogue, and the shortcomings of the research work in this paper are described.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G641
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