本文選題：語文德育 + 關懷德育　； 參考：《廣西師范學院》2014年碩士論文

【摘要】：隨著經(jīng)濟全球化和我國市場經(jīng)濟的深入發(fā)展，我國傳統(tǒng)的價值觀和道德體系遭到了巨大的沖擊和挑戰(zhàn)。經(jīng)濟全球化的發(fā)展給我國的青少年帶來了新的道德困惑和迷茫。語文學科作為德育的重要領域，應該順應時代的要求，對發(fā)達國家的成功經(jīng)驗進行借鑒吸收，以推動我國語文德育的發(fā)展，實現(xiàn)語文課程三維目標，全面提高我國青少年的語文素養(yǎng)。美國雖然才有兩百多年的歷史，但其在德育理論和實踐上進行了積極的探索，積累了豐富的知識和經(jīng)驗，其中的一些很值得我們借鑒。它在短短的兩百多年的時間內(nèi)已然成為了現(xiàn)代世界教育理論、教育思潮的主要發(fā)祥地和研究中心，產(chǎn)生了杜威、柯爾伯格、內(nèi)爾·諾丁斯等一批世界級的教育家。在德育理論的研究上，，他們以各個學科為依托，吸收教育學、心理學、倫理學、社會學等相關的理論，積極探索符合本國政治經(jīng)濟發(fā)展的道德意識的發(fā)展規(guī)律，如“認知發(fā)展理論”、“個性教育理論”、“關懷德育理論”等。本文以兩國的語文德育為研究對象，從兩國的理論基礎入手，對兩國的語文德育目標、德育內(nèi)容和德育實施途徑進行了比較分析，找出其共性和差異所在，并分析了差異產(chǎn)生的原因，最后從正反兩方面總結了美國語文德育的成功經(jīng)驗，找出了我國語文德育的優(yōu)勢所在和存在的問題，并對我國語文德育的更好發(fā)展提出一些建議，以期對我國語文德育在新時期的發(fā)展提供一些啟示。 本文一共分為四章。第一章介紹了德育的內(nèi)涵，同時重點論述了兩國語文德育的理論基礎,其中主要包括我國的語文德育的儒家思想基礎和馬克思關于人的全面發(fā)展學說理論基礎和美國的語文德育的以杜威為首的實用主義哲學、柯爾伯格的認知發(fā)展階段理論和內(nèi)爾·諾丁斯的關懷德育理論為理論基礎。第二章主要介紹了中美語文德育的共性和差異。主要從中美語文德育的培養(yǎng)目標、內(nèi)容、和實施方式這三個方面進行比較，通過比較找出兩者的共性與差異所在，并分析了這些差異產(chǎn)生的原因。第三章主要論述了美國語文德育取得成功的經(jīng)驗，提出了我國語文德育存在的問題并分析問題存在的原因。第四章是本文寫作的目的所在，主要通過借鑒美國語文德育成功的經(jīng)驗，針對我國語文德育存在的問題提出一些改進的建議。 本文旨在通過中美語文德育的比較，發(fā)掘美國語文德育的可取之處，進一步彌補我國語文德育在社會主義經(jīng)濟結構急劇轉型時期不能緊跟時代步伐的缺陷，以開放的視角學習和借鑒別國的先進經(jīng)驗，以推動我國語文德育不斷向前發(fā)展。
[Abstract]:With the development of economic globalization and market economy of our country, the traditional values and moral system of our country have been greatly impacted and challenged. The development of economic globalization has brought new moral confusion and confusion to young people in our country. As an important field of moral education, Chinese subject should conform to the requirements of the times and draw lessons from the successful experiences of developed countries in order to promote the development of Chinese moral education in our country and realize the three-dimensional goal of Chinese curriculum. Improve the Chinese quality of young people in our country. Although the United States has only had a history of more than 200 years, it has made a positive exploration in the theory and practice of moral education and accumulated rich knowledge and experience, some of which are worthy of our reference. In a short time of more than two hundred years, it has become the modern world educational theory, the main birthplace and research center of educational thought, and has produced a group of world-class educators such as Dewey, Colberg, Nel Noddings and so on. In the study of moral education theory, they are relying on various disciplines, absorbing relevant theories such as pedagogy, psychology, ethics, sociology and so on, and actively exploring the development law of moral consciousness that conforms to the political and economic development of their country. Such as Cognitive Development Theory, Personality Education Theory, caring moral Education Theory and so on. This article takes the Chinese moral education of the two countries as the research object, starting with the theoretical foundation of the two countries, compares and analyzes the Chinese moral education goal, the moral education content and the moral education implementation way of the two countries, and finds out its common character and difference. Finally, the author summarizes the successful experience of American Chinese moral education from both positive and negative aspects, finds out the advantages and problems of Chinese moral education in China, and puts forward some suggestions for the better development of Chinese moral education in China. In order to provide some enlightenment to the development of Chinese moral education in the new period. This paper is divided into four chapters. The first chapter introduces the connotation of moral education, and focuses on the theoretical basis of Chinese moral education in the two countries. It mainly includes the Confucian ideological basis of Chinese moral education in our country, the theoretical basis of Marx's theory on the all-round development of human beings and the pragmatism philosophy led by Dewey in American Chinese moral education. Kirberg's theory of cognitive development stage and Nell Noddings' theory of caring moral education are the theoretical basis. The second chapter mainly introduces the similarities and differences of Chinese moral education in China and America. This paper compares the training goal, content and implementation of Chinese moral education between China and the United States, finds out the commonness and difference between the two, and analyzes the causes of these differences. The third chapter mainly discusses the successful experience of American Chinese moral education, puts forward the existing problems of Chinese moral education in our country and analyzes the reasons for the problems. The fourth chapter is the purpose of this paper, mainly through reference to the successful experience of American Chinese moral education, and put forward some suggestions to improve the existing problems of Chinese moral education in China. The purpose of this paper is to explore the merits of Chinese moral education in the United States through the comparison between China and the United States, so as to make up for the defects that Chinese moral education in China cannot keep up with the pace of the times in the period of rapid transformation of socialist economic structure. In order to promote the development of Chinese moral education in China, we can learn from the advanced experiences of other countries from an open perspective.
【學位授予單位】：廣西師范學院
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：G633.3

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本文編號：1923533