德育叙事过程之“前视域”研究  

On "Pre-horizon" of Moral Education Narration

作　　者：李西顺[1] 

机构地区：[1]苏州大学教育学院

出　　处：《教育研究》2015年第3期18-24,共7页Educational Research

基　　金：国家社会科学基金"十二五"规划2011年度教育学一般课题"校长课程领导的策略研究"(课题批准号:BFA110054)的研究成果

摘　　要：德育叙事过程之前已经存在于师生心灵秩序之中的先在性的价值准备状态,即为德育叙事过程之"前视域"。"前视域"具备三种基本属性:兼具定向期待与创新期待功能的相反相成性、故事性以及知情意行的统和性。在"前视域"的结构中,终极价值观指涉人生终极意义,而工具价值观则为实现终极价值观提供做事原则及行为方式。在学校德育叙事的实际样态中,学生之"前视域"保证了德育叙事完整的本体性存在,教师之"前视域"直接影响着在学生的心灵之幕上所映射的叙事色彩及状态。研究德育叙事过程之"前视域",是德育叙事相关研究的前研究,具有前提性及奠基性。The pre-existing value readiness, which exists in the mind between teachers and students before the process of actual moral education narration, is the ＂pre-horizon＂ Of moral education narration. There are three basic attributes within ＂pre-horizon＂ of moral education narration： both opposite and complementary to the function of directional expectation and innovational expectation, storytelling, and integrative in cognition, emotion, will and behavior. In the structure of ＂pre-horizon＂, terminal values refer to ultimate significance of life, meanwhile, instrumental values provide living principles and behaviors for the terminal values. In the actual process of school moral education narration, students＂ ＂pre-horizon＂ ensures the ontological existence of the whole school moral education narration, teachers＂ ＂pre-horizon＂ has a direct impact on the narrative color and state which casts on the screen of the students＂ mental world. The study on ＂pre-horizon＂ of moral education narration is a pre-study, which is the important premise and foundation of the other relevant studies on school moral education narration.

关 键 词：德育叙事 价值秩序 前视域 

分 类 号：G41[文化科学—教育学]