本文選題：美德教學(xué)　切入點(diǎn)：品德課　出處：《華東師范大學(xué)》2017年碩士論文

【摘要】：隨著美德倫理學(xué)的復(fù)興和國(guó)家對(duì)傳統(tǒng)美德的重視,美德教育也逐漸成為當(dāng)前教育研究關(guān)注的重要議題。已有的研究主要對(duì)美德的概念、美德的可教性以及美德教育或教學(xué)的策略和路徑進(jìn)行了廣泛而深入的討論,但也存在兩種傾向:一是忽視美德的內(nèi)在性質(zhì),將美德教育混同于一般意義上的道德教育;二是較少對(duì)真實(shí)課堂中的美德教學(xué)過程進(jìn)行實(shí)證的研究。有鑒于此,本研究主要立足于小學(xué)品德課,描述與解釋有關(guān)美德主題的課堂教學(xué)過程,并從美德本身的性質(zhì)出發(fā),對(duì)這些過程進(jìn)行批判性的反思和建設(shè)性的建構(gòu)。本研究探討的主要是道德美德(而不是理智美德),即道德意義上的優(yōu)秀品質(zhì)。一般來(lái)說,它具有四個(gè)特征:超義務(wù)的卓越、相對(duì)自己的適度、高度穩(wěn)定的行動(dòng)、多維傾向的統(tǒng)一。為了研究的便利,首先選取了上海教育出版社的《品德與社會(huì)(試用本)》(1—5年級(jí)),運(yùn)用內(nèi)容分析法對(duì)其中涉及的美德主題進(jìn)行了篩選和整理;然后通過目的抽樣,選取了 17位教師的課堂教學(xué)進(jìn)行觀察,觀測(cè)點(diǎn)聚焦于教師對(duì)美德主題的理解和教學(xué)方法的運(yùn)用。在觀察過程中收集課堂實(shí)錄與相應(yīng)的教學(xué)設(shè)計(jì),并對(duì)其進(jìn)行編碼歸類和描述分析。通過對(duì)教材、課堂實(shí)錄以及教學(xué)設(shè)計(jì)的綜合分析,研究發(fā)現(xiàn):(1)美德主題在小學(xué)《品德與社會(huì)》教材中所占比重約達(dá)35%,主要涉及感恩、孝敬、誠(chéng)信、尊重、愛集體、愛國(guó)、友愛和睦等11個(gè)美德德目。(2)教師對(duì)美德主題的理解傾向于從"行為"要素進(jìn)行界說,普遍具有"美德落實(shí)于行動(dòng)"的意識(shí);對(duì)道德層次不做過多區(qū)分,多停留在"義務(wù)道德"層面;教師理解美德主題的道德思維呈現(xiàn)出"結(jié)果論"與"非結(jié)果論"兩種傾向;教師對(duì)"關(guān)聯(lián)知識(shí)"的關(guān)注差異較大。(3)教師常用的美德教學(xué)方法是講授、問答、小組合作、道德敘事、學(xué)生經(jīng)驗(yàn)交流,較少使用趣味游戲、角色扮演、情景體驗(yàn)等方法。(4)教材的編寫方式、教師對(duì)學(xué)情的判斷和對(duì)美德主題理解的差異都會(huì)影響美德教學(xué)過程的展開。從美德本身的性質(zhì)來(lái)看,當(dāng)前小學(xué)品德課中的美德教學(xué)尚存在以下問題:第一,教師對(duì)美德主題的理解定位在義務(wù)道德層次,沒有關(guān)注到美德的超義務(wù)層次,并忽視二者的關(guān)聯(lián)。第二,教師關(guān)注行動(dòng)的重要性,卻把行動(dòng)簡(jiǎn)化為"做"事情,而不是有明智參與和情感敏感性的"審慎"行動(dòng)。第三,教師設(shè)置的問題情境沖突性不夠或者缺乏兩難要素。第四,道德敘事淪為簡(jiǎn)單的道德說教或道德規(guī)則的告白,破壞了美德多維傾向的統(tǒng)一。不僅僅如此,美德在課堂中的可教性,存在內(nèi)涵、程度以及時(shí)空的限度。要克服上述問題、突破這種限度,更好地幫助學(xué)生習(xí)得美德,就需要在課堂中注意通過完整的道德敘事理性地傳遞美德,借助沖突的問題情境促進(jìn)學(xué)生道德判斷的發(fā)展,并提供更為豐富多樣的實(shí)踐機(jī)會(huì)。
[Abstract]:With the revival of virtue ethics and the emphasis on traditional virtue, virtue education has gradually become an important topic of educational research.The existing studies mainly discuss the concept of virtue, the teachability of virtue, and the strategies and paths of virtue education or teaching, but there are two kinds of tendency: one is to ignore the intrinsic nature of virtue,Moral education is confused with moral education in general sense, and the second is less empirical research on the process of virtue teaching in real classroom.In view of this, this study is mainly based on the moral lessons in primary schools, describes and explains the classroom teaching process on the subject of virtue, and carries on a critical reflection and constructive construction on these processes from the perspective of the nature of virtue itself.This study focuses on moral virtue (not intellectual virtue), that is, moral excellence.Generally speaking, it has four characteristics: superfluous excellence, relative moderation, highly stable action, and unity of multidimensional tendencies.In order to facilitate the research, the author first selected the moral character and Society (trial Edition) of Shanghai Education Publishing House, and used the content analysis method to screen and sort out the topics of virtue involved in them, and then through the purpose sampling,The observation points focus on the teachers' understanding of the subject of virtue and the application of teaching methods.In the course of observation, the classroom record and the corresponding teaching design are collected, classified and described.Through the comprehensive analysis of teaching materials, classroom records and teaching design, it is found that the theme of virtue accounts for about 35% in the textbook of moral character and Society in Primary School, which mainly involves gratitude, filial piety, honesty, respect, love for collectives and patriotism.Teachers' understanding of the subject of virtue tends to be defined by the elements of "behavior", and they generally have the consciousness of "virtue is carried out in action", and they do not distinguish too much from the moral level.The moral thinking of teachers' understanding of the subject of virtue shows the tendency of "result theory" and "non-result theory".Teachers pay more attention to "relevance knowledge" than others. (3) the common methods of virtue teaching for teachers are lecturing, question and answer, group cooperation, moral narration, exchange of students' experience, less use of interesting games, role playing, etc.The writing method of teaching material, the teacher's judgment of learning situation and the difference of understanding the subject of virtue will affect the process of virtue teaching.According to the nature of virtue itself, there are still some problems in virtue teaching in primary school. Firstly, teachers' understanding of the subject of virtue is located at the level of obligation and morality, and they do not pay attention to the level of superobligation of virtue.And ignore the connection between the two.Second, the teacher pays attention to the importance of action, but simplifies action as "doing" rather than "prudent" action with sensible participation and emotional sensitivity.Third, the teachers set the problem situation conflict is not enough or lack of dilemmas.Fourthly, moral narration degenerates into simple moral preaching or declaration of moral rules, which destroys the unity of multi-dimensional tendency of virtue.Not only that, but also the teachability, connotation, degree and space-time limit of virtue in class.In order to overcome the above problems, break through these limits and help students acquire virtue better, we should pay attention to the rational transmission of virtue through complete moral narration in the classroom, and promote the development of students' moral judgment by means of the conflict problem situation.And provide more rich and diverse practice opportunities.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.15

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