建构主义视域下语文德育缺失的归因及改进  

Attribution and Improvement Strategies of the Moral Education Lacking in Chinese Language Teaching from the Perspective of Constructivism

作　　者：侯器[1] 

机构地区：[1]江苏教育学院运河分院,江苏邳州221300

出　　处：《湖南第一师范学院学报》2017年第1期57-63,共7页Journal of Hunan First Normal University

基　　金：基金项目:2016年徐州市社科联"徐州市基础教育教学质量提升的基本对策研究"(16XSZ-165)

摘　　要：传统语文教学十分强调教材、教学的德育教化功能,然而,传统教材充斥着各种伪圣化的道德教育倾向,空洞的说教、机械的灌输方式也充斥于语文教育之中。建构主义视域下的语文德育教育,应重新审视其内容的适切性,应通过创设情境、模拟表演、展开对话等方式引导学生自主建构符合他们认知能力的、附着具体情境的道德认知,促使他们从"知之"走向"行之"。In traditional Chinese teaching, moral education function of the textbooks and teaching is always emphasized. However, the traditional teaching materials are full of all kinds of pseudo-sanctified moral education, empty preaching and mechanical indoctrination methods. From the perspective of constructivism, we should re-examine the appropriateness of contents in Chinese moral education. We should guide students to build their own moral cognition ability and the moral cognition attached to the specific contexts, by creating situations, simulating performances and dialoguing, and guide them from ＂knowing＂ to ＂practicing＂.

关 键 词：建构主义 语文德育 缺失 归因 改进 

分 类 号：G420[文化科学—课程与教学论]