学校德育实践的合理路径:方法的视角  

Rationalization of Moral Educational Practice:On Moral Educational Methods

作　　者：林丹[1] 

机构地区：[1]东北师范大学教育学部,吉林长春130024

出　　处：《东北师大学报（哲学社会科学版）》2015年第1期15-19,共5页Journal of Northeast Normal University(Philosophy and Social Science Edition)

基　　金：中央高校基本科研业务费专项资金项目(12SSXM006)

摘　　要：当下学校德育实效性不强的原因,是丰富多样且错综复杂的。学校德育方法持久虚效,是导致学校德育实效性不强的重要内因。事实上,一些在学校普遍被采用的如说服法、示范法、讨论法、角色扮演法等方法,在学校德育实施过程中,具有明显"说理"倾向。一定意义上,这也是导致学校德育方法虚效性的主要根源。由此而来,形成了学校德育"知行分离"的基本困境,这也是学校德育偏重说理的一个基本后果。为了实现学校德育方法的合理化发展,前提基础是德育内容的转向、德育形式的丰富、德育主体的合作,变革路径是不仅应加强"内化"式学生体验,同时也要巩固"外铄"式教师说理。The reasons are various and complicated for moral educational unavailability, and one of important internal causes is from methods. Actually as some normal methods, persuasion, model, discussion and role playing tend to inculcation. To some degree, this is the main origin of unavailability from moral educational methods. Some misunderstandings for moral education and direct moral educational mode from teachers lead to inculcation. Thus there is a basic predicament of separation between knowing and doing. To rationalize it, firstly we must change contents, enrich modes and strengthen cooperation among different groups. The specific path is not only to increase students experiences, but also to make teachers inculcation strong.

关 键 词：学校德育方法 虚效性 合理化 知行融通 

分 类 号：G41[文化科学—教育学]