学校制度生活与公民品质的培育  

School Institutional Life and the Cultivation of Citizens' Character

作　　者：叶飞[1,2] 

机构地区：[1]南京师范大学道德教育研究所 [2]南京师范大学基础教育人才培养模式协同创新中心,南京210097

出　　处：《教育发展研究》2016年第8期27-32,共6页Research in Educational Development

基　　金：江苏“2011计划”:基础教育人才培养模式协同创新中心的部分研究成果

摘　　要：学校制度生活作为一种隐性的公民教育机制,它可以通过制度体系所展现的公共性与民主性的价值观念及生活方式潜移默化地影响青少年的公民品德和公共精神的主体性建构,推动青少年的法律-规则的品质、权利-责任的品质、理性-行动的品质、公平-正义的品质等的健全发展。学校公民教育必须重视制度生活的"育人"功能,通过建构优良的制度生活来实现公民教育的目标与使命。从当前的社会转型以及教育变革的背景出发,优良的学校制度生活的建构应以法理规范精神为基础,以公正、平等为核心价值导向,以教师与学生的协商对话、民主参与、共同治理为主要途径,在增进学校制度生活公共性的同时不断推动青少年公民人格的整全发展。School institutional life is a kind of lifestyle and hidden curriculum which can balance the civic responsibility and civic rights, develop the rational identity of citizenship, and promote the civic action. Based on these, school institutional life can influence students＇ self-construction of public spirit and civic morality, and youngster＇s legal-rule spirit, rights-responbility character, rationaction character, and equality-justice character can be cultivated naturally. So, citizenship education must pay more attention to the educational function of institution, and realize the target of citizenship education based on the foundation of good institutional life of schools. From the context of social transformation and educational reality, the good institutional life in schools should base on the legal spirit, values of liberty, equality and justice. And it also should base on the methods of governance and equal participation of teachers and students. All of these can advance the public spirit and democratic values of school＇s institution, and develop youngsters＇ whole citizen character effectively.

关 键 词：学校制度 隐性课程 公民品质 公民教育 

分 类 号：G41[文化科学—教育学]