小學德育“知行分離”現(xiàn)象調查與研究
發(fā)布時間：2019-03-22 10:37
【摘要】：在全民關注道德建設的社會大環(huán)境中,德育工作的重要性日益突出。學校德育是加強德育工作的主要途徑,而小學生德育是學校德育中一個非常重要的環(huán)節(jié),發(fā)揮著為道德奠基的基礎性作用。一是因為兒童的道德修養(yǎng)影響決定著整個國家未來的道德建設水平；二是因為兒童處于個體成長初期,認知能力有限,可塑性強,但同時也意味著穩(wěn)定性不夠,需要正確、明確、穩(wěn)定的引導與關懷。因此,重視、研究小學德育工作,既是目的,也是方法。我國學校德育經過多年實踐取得了顯著的成績,但同時也存在一些問題。本文在初步觀察、思考基礎上針對小學德育工作提出論點：小學德育在實踐中存在“知行分離”現(xiàn)象。并通過實地調研論證論點并尋找解決問題的方法與途徑。 本論文共分為三個部分五章內容。第一部分通過文獻綜述系統(tǒng)梳理古今中外關于德育“知”與“行”之間關系的前人研究成果,充分說明古往今來人們一直在關注并承認在道德教育方面確實存在“知行分離”的現(xiàn)象,進而為本文研究厘清理論基礎；第二部分選取某小學為具體對象調查其小學生的道德現(xiàn)狀及該小學德育工作開展情況,調查分別以問卷和訪談形式展開。調查結果首先論證了該小學中存在的德育“知行分離”現(xiàn)象；其次通過對教育過程及各方面的調查尋求導致“知行分離”的原因,在分析過程中對該小學德育工作的成績與問題進行系統(tǒng)梳理,尋找發(fā)現(xiàn)共性及個性問題。第三部分主要針對調查結果進行反思,在反思過程中嘗試提出解決問題的思路及方法途徑。 以往關于德育的研究,尤其是關于學校德育的時效性研究中,大多重視理論研究,真正專注于小學一線具體教學行為的研究并不多。各種先進的理論研究成果在具體實踐過程中會受到各種因素的影響而不能夠真正發(fā)揮其積極作用,因此本文把關注點具體到小學德育一線教學中,從實踐性及時效性的角度出發(fā),將德育目標、德育內容、德育環(huán)境及方法途徑進行系統(tǒng)梳理及反思,意在為提高學校德育工作有效性做好基礎性研究,為實現(xiàn)“教書育人”的目的奠定良好的基礎。
[Abstract]:The importance of moral education is becoming more and more prominent in the social environment in which the people pay close attention to the construction of morality. School moral education is the main way to strengthen moral education, and primary school moral education is a very important link in school moral education, playing a fundamental role in laying the foundation of morality. First, the influence of children's moral self-cultivation determines the future moral construction level of the whole country; Second, children are in the early stage of individual growth, their cognitive ability is limited and their plasticity is strong, but at the same time, it also means that they are not stable enough, and need correct, definite and stable guidance and care. Therefore, it is not only the aim but also the method to study the moral education in primary school. Chinese school moral education has made remarkable achievements after many years of practice, but at the same time, there are also some problems. On the basis of preliminary observation and thinking, this paper puts forward an argument about moral education in primary school: the phenomenon of "separation of knowledge and practice" exists in the practice of moral education in primary school. And through the field research to prove the argument and find a solution to the problem and ways. This paper is divided into three parts and five chapters. The first part combs the former research results about the relationship between "knowledge" and "action" of moral education at home and abroad through the literature review system. It fully explains that people have been paying close attention to and acknowledging the phenomenon of "separation of knowledge and action" in moral education, and then clarifies the theoretical basis for the study of this paper. In the second part, a primary school is selected as a specific object to investigate the moral status of primary school students and the development of moral education in the primary school. The survey is carried out in the form of questionnaires and interviews. The results of the investigation first demonstrate the phenomenon of "separation of knowledge and action" in moral education in this primary school; Secondly, through the investigation of the educational process and various aspects of the causes leading to "separation of knowledge and practice", in the analysis of the process of moral education in the primary school achievements and problems were systematically combed, looking for common and individual problems. In the third part, the author tries to put forward the ideas and methods to solve the problems. In the past researches on moral education, especially on the timeliness of school moral education, most of them attach great importance to theoretical research, and there are few studies focusing on the specific teaching behavior in primary school. All kinds of advanced theoretical research results in the concrete practice process will be affected by a variety of factors and can not really play a positive role, so this paper focuses on the primary school moral education in the front-line teaching. In order to improve the effectiveness of school moral education, the aim, content, environment and methods of moral education are systematically combed and reconsidered from the point of view of practical and timely effect, so as to do a good job in the basic research of improving the effectiveness of moral education in schools. It lays a good foundation for realizing the aim of "teaching and educating people".
【學位授予單位】：信陽師范學院
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G621
本文編號：2445519
[Abstract]:The importance of moral education is becoming more and more prominent in the social environment in which the people pay close attention to the construction of morality. School moral education is the main way to strengthen moral education, and primary school moral education is a very important link in school moral education, playing a fundamental role in laying the foundation of morality. First, the influence of children's moral self-cultivation determines the future moral construction level of the whole country; Second, children are in the early stage of individual growth, their cognitive ability is limited and their plasticity is strong, but at the same time, it also means that they are not stable enough, and need correct, definite and stable guidance and care. Therefore, it is not only the aim but also the method to study the moral education in primary school. Chinese school moral education has made remarkable achievements after many years of practice, but at the same time, there are also some problems. On the basis of preliminary observation and thinking, this paper puts forward an argument about moral education in primary school: the phenomenon of "separation of knowledge and practice" exists in the practice of moral education in primary school. And through the field research to prove the argument and find a solution to the problem and ways. This paper is divided into three parts and five chapters. The first part combs the former research results about the relationship between "knowledge" and "action" of moral education at home and abroad through the literature review system. It fully explains that people have been paying close attention to and acknowledging the phenomenon of "separation of knowledge and action" in moral education, and then clarifies the theoretical basis for the study of this paper. In the second part, a primary school is selected as a specific object to investigate the moral status of primary school students and the development of moral education in the primary school. The survey is carried out in the form of questionnaires and interviews. The results of the investigation first demonstrate the phenomenon of "separation of knowledge and action" in moral education in this primary school; Secondly, through the investigation of the educational process and various aspects of the causes leading to "separation of knowledge and practice", in the analysis of the process of moral education in the primary school achievements and problems were systematically combed, looking for common and individual problems. In the third part, the author tries to put forward the ideas and methods to solve the problems. In the past researches on moral education, especially on the timeliness of school moral education, most of them attach great importance to theoretical research, and there are few studies focusing on the specific teaching behavior in primary school. All kinds of advanced theoretical research results in the concrete practice process will be affected by a variety of factors and can not really play a positive role, so this paper focuses on the primary school moral education in the front-line teaching. In order to improve the effectiveness of school moral education, the aim, content, environment and methods of moral education are systematically combed and reconsidered from the point of view of practical and timely effect, so as to do a good job in the basic research of improving the effectiveness of moral education in schools. It lays a good foundation for realizing the aim of "teaching and educating people".
【學位授予單位】：信陽師范學院
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G621
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