审议与反思：学科德育的教学表现样态  

Review and Reflection on the Teaching Form in Moral Lessons

作　　者：李敏[1] 张志坤 

机构地区：[1]首都师范大学初等教育学院 儿童生命与道德教育研究中心,北京100048

出　　处：《教育发展研究》2014年第22期12-15,共4页Research in Educational Development

基　　金：教育部人文社科基金项目“游戏与德育--小学生校园游戏生活的道德审视”(12YJC880042);2013北京市属高校“青年英才计划”:“小学德育问题诊断研究”的部分成果

摘　　要：审视学科德育的教学实现过程,我们发现,如何透过课堂教学来认识学科德育、学科德育的教学实现又受到哪些德育观的影响等问题尚未得到充分的思考和澄清。为此,笔者首先探讨依托学科知识和学科教学可否实现学科德育,之后对比分析了"附加式"、"灌输式"两种学科德育的教学表现样态,并揭示隐藏其后的德育观,试图寻求和发展一种能够鼓励学生积极参与课堂、主动寻求道德对话的"表达式"学科德育。A scrutiny on the realization of teaching in moral lessons will reveal that it is still not well clarified that how to understand moral lessons through classroom teaching, and which moral ideas affect the realization of school moral teaching. So, in this paper, we first explore whether the realization of school moral teaching could be reached through knowledge teaching; then, we analyze and compare the two teaching forms of school moral teaching which are accessorial moral teaching and didactic moral teaching, and explored the moral ideas behind such teaching forms so as to avoid the disadvantages while taking the advantages, and try to develop an expressive form of moral teaching that can motivate student participating and their actively seeking for moral conversation.

关 键 词：学科德育 道德 教学样态 

分 类 号：G41[文化科学—教育学]