本研究旨在描述和分析利益相關(guān)者對(duì)學(xué)校在巴基斯坦提供道德教育中的作用的看法。鑒于人們普遍關(guān)注家庭結(jié)構(gòu)的崩潰和家庭榜樣作為道德教育的代理人的消亡,當(dāng)今道德教育在巴基斯坦社會(huì)背景下的相關(guān)性不容忽視。采用唯物主義的生活哲學(xué)唯物主義生活哲學(xué)的采用,以及媒體日益發(fā)揮著重要的作用,促成了社會(huì)道德結(jié)構(gòu)的瓦解。本研究采用定性分析方法,對(duì)道德問題,道德教育和學(xué)校作用等各類利益相關(guān)者,即教師,學(xué)生,家長(zhǎng)和學(xué)校管理者的理解進(jìn)行了調(diào)查。對(duì)各級(jí)利益相關(guān)者即教師,學(xué)生,家長(zhǎng)和學(xué)校管理者對(duì)于道德問題,道德教育和學(xué)校作用的理解進(jìn)行了調(diào)查。樣本包括12名教師,16名學(xué)生,6名學(xué)校行政人員和8名家長(zhǎng)。這些數(shù)據(jù)分別通過與學(xué)生和教師的四次焦點(diǎn)小組討論以及與家長(zhǎng)和學(xué)校行政人員的一系列個(gè)人深度訪談收集。數(shù)據(jù)收集期延長(zhǎng)三個(gè)月。該研究中使用的概念框架基于Bandura的社會(huì)學(xué)習(xí)模型（1991;第91頁(yè)）。榜樣或替代學(xué)習(xí)作為一種社會(huì)學(xué)習(xí)形式的概念,在學(xué)校的道德學(xué)習(xí)和道德社會(huì)化的過程中尤為重要。調(diào)查結(jié)果顯示,成年人普遍認(rèn)為學(xué)校需要認(rèn)真重新考慮其作為道德教育者的職能。他們的看法主要集中在學(xué)校設(shè)置中應(yīng)該使用角色建模和對(duì)話。如果所使用的策略更多... 

【文章來源】：西南大學(xué)重慶市 211工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：204 頁(yè)

【學(xué)位級(jí)別】：博士

【文章目錄】：
AKNOWLEDGEMENTS
List of Abbreviations and Acronym
Definitions of key terms:
Abstract
摘要
CHAPTER ONE:INTRODUCTION
    1.1 Background
    1.2 Problem Statement
    1.3 The Research Questions:
    1.4 Objectives of the Present Study
    1.5 The Motivation of the Research
    1.6 Benefits of the Study:
    1.7 Definition of Terms:
        1.7.1 Concept of Morality
        1.7.2 Concept of Moral Education
    1.8 Organization of Study
    1.9 Overview
CHAPTER TWO:LITERATURE REVIEW
    2.1 Theories Related to Morality and Their Implications for Introducing Moral Education at the School Level
    2.2 Philosophical Foundations
        2.2.1 Morality and Ethics
    2.3 Ethical Theories and Their Implications for Moral Education
    2.4 Current Philosophical Positions on Moral Education
    2.5 Psychological Foundations of The Concept of Moral Education
        2.5.1 Implication for Moral Education and the Role of School
    2.6 The Sociological Foundations of Morality
        2.6.1 Karl Marx
    2.7 Working Understanding of Conception of the Moral Education:Deduction from Psychology,Philosophy and Sociology
        2.7.1 Culture as A Context for Moral Education
        2.7.2 The Cultural Embedded in the Self
    2.8 Culture as the Context for Developing the Moral self
    2.9 History Moral Education in Context of Pakistan
        2.9.1 Historical Background
        2.9.2 Colonial Period:New Ideas and Local Response
        2.9.3 Culture of Pakistan
        2.9.4 Religious Influence
    2.10 The Role of Schools in Relation to Moral and Social Development
        2.10.1Socialisation Role of the School
        2.10.2 Observational Learning as the Cornerstone of the Socialization Process
        2.10.3 The Transmission Role of the School
        2.10.4 Revisiting the Transmission Role
        2.10.5 THE DEVELOPMENTAL TASK OF THE SCHOOL
        2.10.6 The Triarchic Functions of the School
    2.11 Conceptual Framework
    2.12 Conclusion
CHAPTER THREE:RESEARCH METHODOLOGY
    3.1 The Qualitative Research Method
    3.2 The Research Design
    3.3 The Selection of the Site
    3.4 The Selection of Participants
        3.4.1 The Teachers
        3.4.2 The Students
        3.4.3 The School Administrators
        3.4.4 Profile of the School Administrators
        3.4.5 The Parents
    3.5 Selection of Methods:Focus Group Discussion and Individual Interviews
    3.6 Focus Group Discussion:Practical Organization
    3.7 The Individual Interview
    3.8 Guidelines
    3.9 The Role of the Researcher
    3.10 Rethinking Subjectivity- Using Reflexive Approach
    3.11 Establishing Validity
    3.12 Ethical Issues in the Research
    3.13 Limitations
    3.14 Overview:
CHAPTER FOUR:DATA DISCRIPTION
    4.1 Introduction
    4.2 The Concept of Education
    4.3 Stakeholders'Perception and Interpretation of Morality
    4.4 Stakeholders’Perspective On Moral Education
    4.5 Current Practices and Models of Moral Education in the Context Pakistan-:An Evaluation
    4.6 Relevance of Moral Education in the Context of the Pakistani Society
    4.7 The Role of the School in Providing Moral Education
    4.8 Conclusion
CHAPTER FIVE: DATA ANALYSIS
    5.1 Introduction
    5.2 The Views of Participants on Concept of Education
    5.3 Stakeholders'Perception and Interpretation of Morality
    5.4 Stakeholders’Perspective On Moral Education
    5.5 Current Practices and Models of Moral Education in the Context Pakistan-:An Evaluation
    5.6 Relevance of Moral Education in the Context of the Pakistani Society
    5.7 The Role of the School in Providing Moral Education
CHAPTER SIX SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
    6.1 Introduction
    6.2 Key Finding:
    6.3 A Summarized Overview of the Investigation
    6.4 The Factors Giving Rise to the Study
        6.4.1 Degree to Which the Aims Have Been Met
    6.5 Recommendations
        6.5.1 Guidelines for Developing a Moral Education Program at Secondary School Level
        6.5.2 The Adoption of a Policy Decision
        6.5.3 Reorganization of Learning Activities within the School
        6.5.4 Review of School Management Policies
        6.5.5 Re Adjustment of School Working Hours to Accommodate More Extra Moral and Curricular Activities
        6.5.6 Reorientation of the Pedagogical Approach
        6.5.7 Restructuring of Teacher Training
        6.5.8 Creation of Bridges between School and the Community and School and Parents
    6.6 Recommendations for Further Research
    6.7 Conclusion
References
Appendixes



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