本文選題：德育　切入點(diǎn)：生活化　出處：《山東大學(xué)》2006年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：人在天地之間生存著、發(fā)展著，并在對(duì)自身存在的意義和價(jià)值的追尋中建構(gòu)著生活的意義。生活就是處在關(guān)系中、具有自我獨(dú)立性的人通過(guò)創(chuàng)造性的勞動(dòng)在與他人、與環(huán)境的交互作用中不斷滿(mǎn)足自我需要、建構(gòu)意義的過(guò)程。人與生活是不可分割的整體：生活離不開(kāi)人，人是生活的主體、生活的核心；生活是人賴(lài)以形成和發(fā)展的基礎(chǔ)，只有通過(guò)生活才能使人性得到發(fā)揮和豐富。人在生活中勞動(dòng)著、創(chuàng)造著、追求著，必須遵守生活內(nèi)在的邏輯或規(guī)則，即生活的道德要求，沒(méi)有道德人就無(wú)法生活，同樣道德也無(wú)法從生活中走開(kāi)，道德與生活的關(guān)系是內(nèi)在的、本質(zhì)的、構(gòu)成性的。為生活更好而設(shè)置的道德教育要遵從道德在生活中生成的內(nèi)在要求，以生活為根基。德育生活化就是立足于生活，把德育與生活結(jié)合起來(lái)，充分利用蘊(yùn)涵豐富道德資源的生活，通過(guò)生活引導(dǎo)人走向更好、更有意義和價(jià)值的生活，使生活真正成為人的生活。這種道德教育理論具有重要的理論價(jià)值和實(shí)踐價(jià)值。從其理論價(jià)值來(lái)看，德育生活化強(qiáng)調(diào)以生活為中心，夯實(shí)了德育存在的基礎(chǔ)；它要求以人為主體，豐富了德育人學(xué)觀。從其實(shí)踐價(jià)值來(lái)看，為提高當(dāng)前德育實(shí)效性指明了方向，也增進(jìn)了人們對(duì)現(xiàn)行德育改革的認(rèn)識(shí)。 德育生活化理論的提出不僅符合道德和道德教育的內(nèi)在邏輯要求，且具有充分的理論支撐和現(xiàn)實(shí)依據(jù)。其理論依據(jù)是：首先，，盧梭、杜威、陶行知等人對(duì)生活教育理論的探討和實(shí)踐為德育生活化提供了重要理論依據(jù)；其次，現(xiàn)代德育價(jià)值觀要求以人為本，把學(xué)生放在教育主體地位，培養(yǎng)具有獨(dú)立道德人格的人，這些的教育理念為德育實(shí)現(xiàn)“生活化”提供了條件和契機(jī)；第三，建構(gòu)主義所倡導(dǎo)的以學(xué)生為中心的學(xué)習(xí)理論為德育生活化提供了重要理論指導(dǎo)；第四，道德心理發(fā)展的相關(guān)理論為德育生活化的實(shí)施提供了理論依據(jù)。另外，提倡德育生活化還具有深遠(yuǎn)、合理的現(xiàn)實(shí)依據(jù)：目前德育之所以陷入困境，出現(xiàn)疲軟狀態(tài)，就在于受各種外在因素的影響，迷失于功利主義、受制于工具理性、局限于道德認(rèn)知和與生活的疏離。德育的功利主義傾向、工具理性的膨脹、知性德育的導(dǎo)向使得道德教育從生活中分離出來(lái)，孤立起來(lái)，成為了毫無(wú)主體能
[Abstract]:Man is living, developing, and constructing the meaning of life in the pursuit of the meaning and value of his own existence. People and life are inseparable from human beings. Life is inseparable from human beings, human beings are the main body of life, the core of life, life is the basis for the formation and development of human beings, and life is the basis for the formation and development of human beings. Only through life can human nature be brought into play and enriched. Man labors, creates, pursues, and must abide by the logic or rules inherent in life, that is, the moral requirements of life, without which he cannot live. The relationship between morality and life is intrinsic, essential, and constitutive. Moral education for a better life is designed to comply with the inherent requirements of morality in life. Based on life, moral education is based on life, combines moral education with life, makes full use of life with rich moral resources, and guides people to a better, more meaningful and valuable life through life. The theory of moral education has important theoretical value and practical value. From its theoretical value, moral education emphasizes the center of life and solidifies the foundation of moral education. From its practical value, it points out the direction for improving the actual effect of moral education and promotes people's understanding of the current moral education reform. The theory of moral education life is not only in line with the inherent logic requirements of moral and moral education, but also has sufficient theoretical support and practical basis, the theoretical basis is: first, Rousseau, Dewey, The discussion and practice of life education theory by Tao Xingzhi and others provide an important theoretical basis for the life of moral education. Secondly, modern moral education values require people-oriented, put students in the main position of education, and cultivate people with independent moral personality. These educational concepts provide conditions and opportunities for the realization of "life" in moral education. Thirdly, student-centered learning theory advocated by constructivism provides important theoretical guidance for the life of moral education. 4th, The theory of moral psychological development provides the theoretical basis for the implementation of moral education in life. In addition, there is a profound and reasonable realistic basis for promoting the life of moral education: the reason why moral education is in a difficult position at present, there is a state of weakness. It lies in being influenced by various external factors, lost in utilitarianism, constrained by instrumental rationality, confined to moral cognition and alienation from life. The utilitarianism tendency of moral education, the expansion of instrumental rationality, The guidance of intellectual moral education makes moral education separate from life, isolated, and become the power of no subject.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2006
【分類(lèi)號(hào)】：D64

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

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相關(guān)碩士學(xué)位論文 前10條

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