试论知性德育在我国的兴起、贡献及其局限  

On the Rise, Contribution and Limitation of Intellectual Moral Education in China

作　　者：饶琼 肖善香 

机构地区：[1]南昌铁路第一小学,江西南昌330000 [2]江西应用工程职业学院,江西萍乡337000

出　　处：《萍乡高等专科学校学报》2014年第1期87-90,共4页Journal of Pingxiang College

基　　金：2012年江西省教育科学十二五规划课题成果之一(编号:12YB191)

摘　　要：本文回顾了我国的德育发展史,重点介绍了知性德育的引进及其地位的确立过程,肯定了知性德育的历史贡献,指出了其不足与局限,同时在一定程度上澄清了人们对知性德育的误解与误用,提出了应对知性德育进行重新认识和辩证对待的意见,以供德育决策者和实践者思考。With the retrospection of the history of our nation＇s moral education, this paper introduces the introduction of intellectual moral education and the establishment of its major role in the moral education in our country. The paper arrives at a positive conclusion of the historical contribution of moral education, points out its deficiency and limitations and classifies misunderstanding and misuse of moral education. At last, the paper proposes a tentative plan of the realization of inheriting and exceeding of moral education in the schools, which can lead the decision makers and practitioners of moral education to further thought.

关 键 词：知性德育 兴起 贡献 局限 

分 类 号：G641[文化科学—高等教育学]