本文選題：德性論 + 規(guī)范論��； 參考：《浙江理工大學(xué)》2015年碩士論文

【摘要】：道德教育自古有之，且道德人倫教化貫穿了古代中國(guó)的整個(gè)學(xué)校教育體系。近代以來(lái)，受西方教育制度影響，德育成為學(xué)校道德教育的專(zhuān)門(mén)課程。在培養(yǎng)合格公民、提高公民道德素質(zhì)等方面起著積極作用。然而，，道德失范、誠(chéng)信缺失等在一些領(lǐng)域存在；教育工作內(nèi)容、方法等缺少人文關(guān)懷；效益至上、物質(zhì)主義等觀念加速人的異化等問(wèn)題，都迫切需要尋求解決方式。 學(xué)校道德教育是解決上述問(wèn)題的主要陣地之一。文章通過(guò)分析當(dāng)前學(xué)校道德教育現(xiàn)狀，發(fā)現(xiàn)近代以來(lái)的學(xué)校道德教育多關(guān)注道德主體的外在行為，而忽視其內(nèi)在品質(zhì)的真正生成，體現(xiàn)出規(guī)范化的特征。如以教育主體自覺(jué)認(rèn)識(shí)和遵守社會(huì)普遍要求的規(guī)范為教育目標(biāo)；以社會(huì)普遍要求的規(guī)范性德目為教育內(nèi)容；以說(shuō)教、規(guī)勸等灌輸法為主要教育方法；以考試分?jǐn)?shù)為主要評(píng)價(jià)標(biāo)準(zhǔn)；以通常忽視受教育者主體能動(dòng)性及其內(nèi)在身心發(fā)展規(guī)律為教育過(guò)程等。如此，學(xué)校道德教育剛性有余而柔性不足，不易變通，且忽視人的主體性，以致走向困境。德性論哲學(xué)思想在中西方古代占有主導(dǎo)地位，通過(guò)著眼于內(nèi)在品德對(duì)主體行為進(jìn)行約束，恰好可以彌補(bǔ)規(guī)范論道德教育的不足，為解決學(xué)校道德教育困境提供一種新的理論維度。 文章從德性論歷史發(fā)展的角度出發(fā)，分析德性論作為解決學(xué)校道德教育困境的優(yōu)勢(shì)之所在，即關(guān)鍵在于德性論把握人的本性而非行為，探討內(nèi)在德性品質(zhì)對(duì)人本身的發(fā)展意義。由此闡述理想的學(xué)校道德教育在于規(guī)范教育與德性教育的有機(jī)統(tǒng)一。學(xué)校道德教育目標(biāo)具有層次性，以注重行為且知行統(tǒng)一為初級(jí)目標(biāo)，以成就完善人格且過(guò)幸福生活為終極目標(biāo)；學(xué)校道德教育原則包括防微杜漸等規(guī)范原則和訴諸自主等德性原則；學(xué)校道德教育內(nèi)容則是在注重對(duì)規(guī)范知識(shí)的基礎(chǔ)上，更加注重情感和意志的教育內(nèi)容；學(xué)校道德教育過(guò)程更加關(guān)注教育主體的身心發(fā)展規(guī)律，分階段、有側(cè)重點(diǎn)地進(jìn)行教學(xué)；對(duì)學(xué)校道德教育成效如何的評(píng)價(jià)標(biāo)準(zhǔn)不再是單一的考試分?jǐn)?shù)，而是師生共同發(fā)展和社會(huì)道德風(fēng)尚良好的雙重評(píng)價(jià)標(biāo)準(zhǔn)。如是教育是解決社會(huì)道德問(wèn)題的需要，也是解決學(xué)校道德教育困境的需要。
[Abstract]:Moral education has existed since ancient times, and moral ethics education runs through the whole school education system of ancient China. Since modern times, under the influence of western educational system, moral education has become the special course of school moral education. In the cultivation of qualified citizens, improve the moral quality of citizens and other aspects play an active role. However, some problems such as moral anomie, lack of honesty and credit, lack of humanistic care in educational work content, methods, efficiency supremacy, materialism, and so on, are urgently needed to seek solutions. School moral education is one of the main positions to solve the above problems. By analyzing the present situation of school moral education, this paper finds out that since modern times, the school moral education has paid more attention to the external behavior of the moral subject, but neglected the real generation of its internal quality, which reflects the characteristics of standardization. For example, the educational objective is to consciously understand and abide by the norms generally required by the society, to take the standard morality as the educational content, to preach, to exhort and so on, as the main educational method. Taking examination score as the main evaluation standard, and ignoring the subject's initiative and the inner law of physical and mental development of the educatee as the educational process, etc. In this way, the school moral education is more rigid, less flexible, and neglects the subjectivity of human beings, which leads to difficulties. The philosophy of virtue plays a leading role in the ancient times of China and the West. By focusing on the internal moral character to restrict the subject's behavior, it can make up for the deficiency of the moral education of normative theory. It provides a new theoretical dimension for solving the dilemma of school moral education. From the perspective of the historical development of the theory of virtue, this paper analyzes the advantage of virtue theory as a solution to the dilemma of moral education in schools, that is, the key lies in the theory of virtue to grasp human nature rather than behavior, and to explore the significance of intrinsic virtue quality to the development of human beings themselves. Therefore, the ideal school moral education lies in the organic unification of normative education and moral education. The goal of school moral education is hierarchical. The primary goal is to pay attention to behavior and the unity of knowledge and action, and the ultimate goal is to achieve perfect personality and lead a happy life. The principles of school moral education include the principles of prevention and self-control, the content of school moral education is based on the normative knowledge, and the content of emotion and will is paid more attention to. The process of school moral education pays more attention to the law of body and mind development of the main body of education, and carries on teaching in stages, with emphasis on teaching, and the evaluation standard of the effectiveness of school moral education is no longer a single test score. It is the double evaluation standard of the common development of teachers and students and the good social morality. If education is the need to solve social moral problems, it is also the need to solve the plight of school moral education.
【學(xué)位授予單位】：浙江理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G41

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