大中小学德育课程衔接认同差异的实证分析  

An Empirical Analysis on the Identification Difference of the Link of the Moral Education Curriculum in the Primary,secondary,and tertiary schools

作　　者：卢晓中[1] 杜燕锋[1] 

机构地区：[1]华南师范大学教育科学学院

出　　处：《大学教育科学》2016年第6期41-49,共9页University Education Science

基　　金：中共广东省委宣传部"培育和践行社会主义核心价值观"课题"构建大中小学有效衔接的德育课程体系和教材体系研究"(WT1436)

摘　　要：本研究基于对广东省大中小学德育课程衔接状况的实证调查数据,分析了大中小各学段德育课程衔接的基本特征及其差异。研究发现,大中小学各学段的学生对德育课程衔接状况的认同不同,在课程设置、教材内容、教师衔接等方面存在一定的认同差异。这种认同差异在一定程度上反映了各学段德育课程之间有效衔接的差异。因此,为了促进大中小学德育课程的有效衔接,需要在充分认识各学段学生在德育课程衔接状况上的认同差异的基础上,寻求完善大中小学德育课程有效衔接的途径,不断提高德育的实效性。This study is based on the empirical investigation data of the link of moral education curriculum in primary, secondary, and tertiary schools in Guangdong province. It analyzes the basic characteristics and differences of the link of moral education curriculum in each study stage of the primary, secondary, and tertiary schools. The study shows that students in different study stage have different identification in the continuity of moral education curriculum, and there are some identification differences in curriculum setting, teaching material content and the connection of teacher and so on. This identification difference reflects the difference of effective connection of moral education curriculum among the primary, secondary, and tertiary schools to a certain extent. Therefore, in order to promote the effective connection of moral education curriculum in the primary, secondary, and tertiary schools, we need fully realize the identification difference of moral education curriculum connection of different students in each study stage, and on this basis, to seek ways to perfect the effective connection of moral education curriculum, and continuously improve the effectiveness of moral education.

关 键 词：大中小学 课程体系 德育课程 有效衔接 认同差异 学段 

分 类 号：G642[文化科学—高等教育学]