德育叙事之内涵实质及分类研究  

Research on Substantial Essence and Classification of Moral Education Narrative

作　　者：李西顺[1] Li Xishun

机构地区：[1]苏州大学教育学院

出　　处：《教育研究》2017年第8期56-63,共8页Educational Research

基　　金：国家社会科学基金教育学国家一般课题"叙事德育模式的理论建构及操作模式开发研究"(课题编号:BEA130025)的阶段性研究成果

摘　　要：把德育叙事局限地理解为"讲述道德故事"容易在概念理解的源头窄化、浅化其内涵实质,从而导致学校德育叙事的许多理论及实践困境。德育叙事实为一种师生共在式的深层道德意义建构活动:师生在学校道德生活共同体内,以道德故事、生命故事为载体,通过叙述、聆听、反思、扮演、实践等方式,栖居于叙事内部的共通世界,敬畏道德法则,体悟生命意义,实现自我与社会、生命与自然、自由与规则、历史与当下、现在与未来的价值思考与伦理体验。据之,德育叙事可以划分为能指叙事与所指叙事、外在叙事与内在叙事、单薄叙事与丰厚叙事、单向叙事与互动叙事等类型。基于德育叙事之内涵实质对其进行分类研究,兼具类型学及实践操作两个层面的指导价值。Defining ＂moral education narrative＂ as ＂telling moral stories＂ is a limited understanding of moral education narrative, which may shallow and narrow the connotation of the substantial essence of ＂moral education narrative＂, and thus causes many theoretical and practical difficulties in school moral education. Moral education narrative refers to a series of deep meaning construction activities where teachers and students take part in school moral life together through telling, listening, reflecting, imitating and practicing moral stories and life stories. Based on this, teachers and students all inhabit into the common world within the narrative stories, revering the law of morality, experiencing the significance of life, and realizing value thinking and ethical experience between self and society, life and nature, freedom and rules, history and present, present and future. On this basis, moral education narrative can be divided into signifier narrative and signified narrative, outer narrative and inner narrative, thin significance narrative and rich significance narrative, one-way narrative and interactive narrative. The classification research based on the connotation of the substantial essence of the moral education narrative has guiding value for both typology and practice.

关 键 词：德育叙事 道德教育 分类研究 

分 类 号：G410[文化科学—教育学]