对训育的操作化理解  

Operational Understanding of the Discipline

作　　者：刘庆昌[1] 

机构地区：[1]山西大学教育科学学院

出　　处：《教育学术月刊》2013年第7期3-8,共6页Education Research Monthly

摘　　要：训育在过去的教育文献中普遍使用,对应的是学校中与教学并存的道德教育实践。因为训育一词的动词特征,容易把人们对道德教育的思考引向实践的方向。和教学一样,训育也是师生的双边活动,因而,对于训育的理解需要从教师和学生两方面进行。通过分析发现,在教师一方,训育表现为训诫和教导;在学生一方,训育表现为其对道德道理和规范的认知,对教师训诫、教导的反应,以及对自身及他人道德行为效果的反思。The discipline as a term is widely used in educational literature of past and its equivalence is moral education practice that coexist with teaching in school.Due to the verbal features of the term of discipline,people’s thinking on moral education is easy to be directed to practice orientation.Just as teaching,discipline is also a process of bilateral activity between teacher and student,therefore it is needed to understand discipline from both aspects of teacher and student.The finding of analysis is that for teachers,discipline should be admonishing and instructing but for students,discipline should be their cognition of moral reason and norms,the reaction to teacher’s admonish and instruction and the reflection to their own or the effect of other’s moral behaviors.

关 键 词：训育 道德教育 教育工程学 

分 类 号：G40-058[文化科学—教育学原理]