改革开放40年来我国基础教育课程中道德价值取向的演变及其超越  

The Currents of Changes and Transcendence of Moral Value Orientation in Basic Education Curriculum since the Reform and Opening-up

作　　者：全晓洁[1] 靳玉乐[1] 

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《课程．教材．教法》2018年第3期9-15,共7页Curriculum，Teaching Material and Method

摘　　要：改革开放40年来,我国基础教育课程中道德价值取向演变可分为四个阶段:道德价值取向的"整体性"沿袭,道德价值取向的"内在性"重建,道德价值取向的"人本性"回归,道德价值取向的"共识性"重申。综观上述发展阶段,呈现出以下特点:在个人道德层面,从适应性道德到发展性道德,是"群体本位"与"个体本位"的对弈;在社会道德层面,从强调私德到关注公德,体现差序伦理与公共伦理的转换脉络;在国家道德层面,从忠于国家到任当世界,反映从保守到开放的气质流变。课程中道德思想的超越表现在三个层面:跨越以天为本的道德本体,超越传统道德价值取向,升华传统道德规范内容。Since the reform and opening-up, the currents of changes of moral value orientation in curriculum of basic education can be divided into four stages, which includes the stage of inheriting the integrity of moral value orientation, the stage of rebuilding the internality of moral value orientation, the stage of returning to the humanism of moral value orientation and the stage of reiterating the mutual recognition. Those four developing stages present the following features, first, at the level of personal virtue, the development from adaptive virtue to developing virtue; second, at the level of social virtue, the development from personal virtue to social ethics; third, at the level of national virtue, the development from loyalty to the country to the responsibility for the whole world. The transcendence of moral value orientation show in three levels, which includes transcending the view of regarding heaven as moral＇s essence, changing the moral value orientation of traditional culture and purifying the content of traditional moral.

关 键 词：道德价值取向 中国传统文化 基础教育课程 改革开放40年 

分 类 号：G423.07[文化科学—课程与教学论]