愉快有效的道德教学何以可能——结构化方式道德教学论解析  

What Makes Happy and Effective Moral Instruction Possible——Analysis of the Theory of Structuration-approach Moral Instruction

作　　者：饶丛满[1] 

机构地区：[1]东北师范大学教育科学学院

出　　处：《教育研究》2009年第6期89-95,共7页Educational Research

基　　金：全国教育科学"十一五"规划教育部重点课题"全球化背景下东亚国家教育改革与发展比较研究"(课题批准号:DDA070173)的阶段性研究成果

摘　　要：结构化方式道德教学论由日本学者金井肇博士提出,旨在创建愉快有效的道德教学理论。该理论强调,道德教学应该着眼于学生内在的道德性而非道德行为。因为要培养道德性,只需形成学生的价值意识即可;而要形成学生的价值意识,就应该以学生的自然性为出发点,在明确道德价值与人的自然性关联方式的基础上,加深学生的价值自觉;学生接受的道德价值日积月累,并因人而异地结构化,就会形成各自个性化的道德性。The theory of structuration-approach moral instruction, proposed by Japanese scholar Dr. Hajime Kanai, is a theory on how to make moral instruction happy and effective. The theory emphasizes that moral instruction should aim at sludents internal morality instead of moral behavior. To cultivate morality, only the students＂ value awareness is needed to be formed. However, to form students＂ value awareness, the naturality of students should be taken as the starting point, based on clarifying the relevance between moral value and human naturality, so as to deepen the students＂ value self-awareness. The moral value accepted by students is adding up and structuring individually, therefore, the individual morality will be formed accordingly.

关 键 词：日本 道德教育 道德教学 结构化方式理论 

分 类 号：B82[哲学宗教—伦理学]