试论挫折教育对学校德育发展的促进作用  

On the Promoting Effect of Frustration Education on the Development of College Moral Education

作　　者：何乐亚[1] 陈钦华[2] 

机构地区：[1]湖南农业大学教育学院,湖南长沙414699 [2]湖南农业大学东方科技学院,湖南长沙410128

出　　处：《湖北函授大学学报》2016年第1期40-41,51,共3页

摘　　要：社会的进步对人的发展和学校德育教育提出了新的要求。现行的学校德育忽视了学生的主体地位和学生的差异性,同时也孤立了学校德育环境和其他社会环境。学校德育的生态性正在逐步恶化。挫折教育通过设置实际的生活情景,充分发挥学生的主观能动性,重视学生的差异性发展,同时也为学校德育环境和其他社会环境构建起了信息沟通和反馈的桥梁。挫折教育为德育发展找到了一种新的方法,同时也为学生的道德生活提供了新的道路。The progress of the society has put forward new requirements for the development of people＇s development and college moral education. The current college moral education neglects the students＇ main position and the students＇ difference,but also isolates the college moral education environment and other social environment. The ecological nature of college moral education is gradually deteriorating. Through setting up the actual life situation,frustration education can not only make full use of the students＇ subjective initiative,pay attention to the differences of students,but also build up a bridge of information communication and feedback in the college moral education environment and other social environment. Frustration education has found a new way for the development of moral education,but also provides a new way for students＇ moral life.

关 键 词：挫折教育 学校德育 

分 类 号：G641[文化科学—高等教育学]