学校德育边界论及其实践意义  

Boundary Theory of School Moral Education &Its Realistic Significance

作　　者：曹世敏[1] 

机构地区：[1]江苏省教育厅社政处,江苏南京210024

出　　处：《教育理论与实践》2001年第12期37-40,共4页Theory and Practice of Education

摘　　要：在德育领域中,教育理论与实践相互脱节的现象非常严重,理论界和实践界各自担负着不同的使命,遵循着不同的话语操作方式。为了使两者有机联结,学校德育边界论可以完成这一任务。德育边界论有三个界面:作为工作界面的学校德育;作为教育界面上的学校德育;作为超教育界面上的学校德育。德育边界论对加强和改进学校德育工作具有实践意义。In the moral field exists the serious phenomenon of theory's separation from practice. Theory and practice bear different missions and follow different ways of language operation. The task of combining theory and practice can be performed .by the boundary theory of school moral education, which includes three aspects: school moral education for work, school moral education for instruction, school moral education beyond education. Boundary theory of moral education is of realistic importance in strengthening and improving school moral education.

关 键 词：学校 德育边界论 德育工作 德育理论 教育界面 

分 类 号：G410[文化科学—教育学] G41[文化科学—教育技术学]