本文選題：杜威 + 德育理論��； 參考：《河北師范大學(xué)》2017年碩士論文

【摘要】：約翰·杜威是近代美國的哲學(xué)家、教育學(xué)家和心理學(xué)家,同時(shí)也是一位積極推動(dòng)社會(huì)改革、一生致力于發(fā)展民主主義教育思想的偉大實(shí)踐者。他既是美國實(shí)用主義哲學(xué)的代表人物之一,同時(shí)也是西方道德教育領(lǐng)域最有影響力的教育家之一。他的一生都非常重視道德教育的發(fā)展,并系統(tǒng)地提出了自己的道德教育理論,親自進(jìn)行了大量的實(shí)踐研究,其道德教育理論在美國乃至世界教育史上都占據(jù)了重要的地位。本文以杜威的道德教育理論體系作為開展理論研究的基礎(chǔ),以如何將杜威的道德教育理論融入到我國中學(xué)道德教育之中為研究目標(biāo),全面闡述了杜威道德教育理論的時(shí)代背景、理論來源,并系統(tǒng)地從四個(gè)方面對杜威德育理論的內(nèi)涵進(jìn)行了概括和闡釋,對杜威德育理論的歷史貢獻(xiàn)和局限性做出了客觀的評價(jià)。當(dāng)前我國正處于開展基礎(chǔ)教育改革的關(guān)鍵時(shí)期,我國中學(xué)生身上日益顯現(xiàn)的道德意識的缺失現(xiàn)象使得社會(huì)轉(zhuǎn)型時(shí)期的傳統(tǒng)德育思想及相應(yīng)的教育模式正面臨著極大挑戰(zhàn)。因此在傳統(tǒng)道德教育思想的基礎(chǔ)之上,客觀、理性地借鑒杜威德育理論的精華,探尋適合我國現(xiàn)代化社會(huì)發(fā)展的新型中學(xué)德育模式,對于我們正確應(yīng)對和解決新時(shí)期中學(xué)道德教育中存在的諸多問題有著重要的啟示和借鑒意義。杜威道德教育思想的產(chǎn)生是基于當(dāng)時(shí)美國歷史和社會(huì)發(fā)展需要的背景的,杜威是一位真正做到與時(shí)俱進(jìn)的教育家,其一生積累的大量教育實(shí)踐經(jīng)驗(yàn)也形成了后期豐厚的思想沉淀,為其道德教育思想的形成和道德教育方法的提出奠定了現(xiàn)實(shí)基礎(chǔ)。杜威以實(shí)用主義的經(jīng)驗(yàn)論哲學(xué)為基礎(chǔ),構(gòu)建了其道德教育理論。他提出了道德教育的目的是形成健康人格和培養(yǎng)學(xué)生適應(yīng)社會(huì)的能力;道德教育的內(nèi)容蘊(yùn)含于社會(huì)生活和學(xué)校其它學(xué)科的教學(xué)內(nèi)容之中;道德教育的途徑是使學(xué)校生活、教法和課程這三者以學(xué)生在實(shí)際生活中的道德行為作為核心和紐帶,最終有機(jī)統(tǒng)一于社會(huì)生活之中。杜威的道德教育理論容納了歷史上幾乎所有關(guān)于道德教育的理論,并成為當(dāng)代許多道德教育理論的思想基礎(chǔ)和理論來源,其道德教育理論不僅滲透到了美國的學(xué)校道德教育,進(jìn)而影響到世界各國的道德教育實(shí)踐。為了更加全面準(zhǔn)確地把握杜威德育理論的內(nèi)涵及精神實(shí)質(zhì),本文對杜威道德教育思想進(jìn)行了較為客觀的評析,雖不能認(rèn)同他為了追求片面的深刻而導(dǎo)致的舍本逐末進(jìn)入唯心主義的誤區(qū),但也不影響我們認(rèn)真的看待和科學(xué)的借鑒其理論思想中的合理性因素。本文通過對目前我國中學(xué)道德教育的實(shí)踐情況進(jìn)行分析,基本理清了中學(xué)德育實(shí)踐中教育目標(biāo)理想化、德育內(nèi)容缺乏時(shí)代感、德育教學(xué)方式機(jī)械單一、德育環(huán)境優(yōu)化不足等問題。在經(jīng)濟(jì)全球化、利益多元化的今天,對我國中學(xué)德育實(shí)踐產(chǎn)生實(shí)際影響的因素還有其他許多方面,這需要不斷拓展我們的研究,與時(shí)俱進(jìn)把握影響中學(xué)德育實(shí)踐因素的最新理論。結(jié)合杜威德育理論和我國現(xiàn)階段的實(shí)際情況,本文開展了對我國中學(xué)德育實(shí)踐的現(xiàn)實(shí)路徑探索。針對我國當(dāng)前中學(xué)德育實(shí)踐中存在的問題,提出解決策略需要從四個(gè)方面展開:樹立科學(xué)的德育目標(biāo);使德育內(nèi)容更加貼近生活;創(chuàng)設(shè)多樣化的中學(xué)實(shí)踐教學(xué)方式,以社會(huì)活動(dòng)助力道德教育的開展;調(diào)動(dòng)社會(huì)各界力量配合學(xué)校建立優(yōu)良的德育宏觀環(huán)境。重點(diǎn)強(qiáng)調(diào)應(yīng)堅(jiān)持道德教育的首要地位,塑造學(xué)生健康人格,重視學(xué)生個(gè)性發(fā)展與全面發(fā)展相統(tǒng)一,突出德育內(nèi)容的現(xiàn)實(shí)生活意義,以我國傳統(tǒng)倫理思想精髓作為德育內(nèi)容的良好補(bǔ)充。發(fā)揮參觀紅色革命圣地和安排學(xué)生參加社會(huì)公益服務(wù)的作用,引發(fā)學(xué)生的思想升華,使德育課程與其他各科教學(xué)同行并進(jìn)。要切實(shí)解決中學(xué)德育中存在的問題,既需要理論的反思,也需要實(shí)踐的改革。我國中學(xué)德育實(shí)踐想要取得理想的效果,除了學(xué)校方面應(yīng)揚(yáng)棄地借鑒杜威德育思想之外,還需要家庭和社會(huì)各界的共同努力,為中學(xué)生的道德教育打造一個(gè)良好和諧的環(huán)境。
[Abstract]:John Dewey, a modern American philosopher, educationist and psychologist, was also a great practitioner who actively promoted social reform and devoted his life to the development of democratic education. He was one of the representative figures of American pragmatism and was also the most influential educator in the field of Western Fang Daode's education. First, his whole life attaches great importance to the development of moral education, and systematically puts forward his own moral education theory, and has carried out a large number of practical studies in person. His moral education theory occupies an important position in the history of education in the United States and the world. This paper takes Dewey's moral education theory as the basis for carrying out theoretical research. In order to integrate Dewey's moral education theory into the middle school moral education of our country as the research goal, it expounds the background of the theory of Dewey's moral education, the source of theory, and systematically summarizes and interprets the connotation of Dewey's moral education theory from four aspects, and makes the historical contribution and limitation to Dewey's moral education theory. At present, our country is in the key period of carrying out the reform of basic education. The phenomenon of the lack of moral consciousness which is increasingly appearing on the middle school students in our country makes the traditional moral education thought and the corresponding educational mode facing great challenges in the period of social transformation. Therefore, on the basis of traditional moral education thought, objective and rational. To learn from the essence of Dewey's moral education theory and explore a new model of moral education suitable for the development of modern society in our country, it has important enlightenment and reference significance for us to deal with and solve many problems in moral education in the new period in the new period. The emergence of Dewey's moral education thought is based on the history and social development of the United States at that time. With the background of the exhibition, Dewey is an educationist who is really keeping pace with the times. His accumulated abundant educational experience in his life has also formed a rich later period of thought, which lays a realistic foundation for the formation of moral education thought and the method of moral education. Dewey is based on the empiricism philosophy of pragmatism. His moral education theory. He proposed that the purpose of moral education is to form a healthy personality and cultivate the students' ability to adapt to the society; the content of moral education is contained in the teaching content of social life and other disciplines of the school. The way of moral education is to make school life, teaching law and curriculum the three students in the actual life. As the core and bond, behavior is finally unified in social life. Dewey's theory of moral education holds almost all the theories about moral education in history, and has become the ideological basis and theoretical source of many contemporary moral education theories, and its moral education theory is not only permeated to the school moral education in the United States, and then it is reflected. In order to make a more comprehensive and accurate grasp of the connotation and spiritual essence of Dewey's moral education theory, this article makes a more objective analysis of Dewey's moral education thought, although it can not agree with him, but it does not affect us, but it does not affect us, but it does not affect us. Through the analysis of the current situation of moral education in middle schools in our country, this article clarifies the problems of the idealization of educational goals in the practice of moral education in middle school, the lack of the sense of the times, the single mechanism of moral education and the lack of the optimization of the moral environment. With the globalization of economy and the diversity of interests, there are many other factors that have a practical impact on the practice of moral education in middle schools in our country. This needs to continue to expand our research and keep pace with the times to grasp the latest theories that affect the practical factors of moral education in Middle Schools. This paper has carried out a combination of Dewey's moral education theory and the actual situation in China at the present stage. To explore the practical path of moral education practice in middle schools in our country, in view of the existing problems in the practice of moral education in middle schools in our country, the solutions should be put forward in four aspects: to set up a scientific moral education goal, to make the content of moral education close to life, to create a variety of practical teaching methods in middle school, to carry out moral education in social activities; The forces of all walks of life cooperate with schools to establish a fine macro environment for moral education. Emphasis should be placed on the importance of adhering to the primary status of moral education, shaping the healthy personality of students, emphasizing the unity of the students' personality development and overall development, stressing the realistic meaning of the moral content, and taking the essence of our traditional ethical thought as a good supplement to the content of moral education. To play the role of visiting the red revolutionary holy place and to arrange the students to participate in the social service of public welfare, the students' thoughts are promoted and the moral education curriculum and the other subjects of the other subjects are advanced. It is necessary for the theoretical reflection and the reform of practice to solve the problems in moral education in middle schools. The effect, in addition to the school should be abandoned to learn from Dewey's moral education thought, it is also necessary for the family and the community to work together to create a good and harmonious environment for the moral education of middle school students.

【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G631

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