重新认识学生违纪行为:基于社会认知领域理论的分析  

Re-Understanding Students' Disciplinary Offence Based on Social Cognitive Domain Theory

作　　者：谷彦慧 GU Yanhui(Center for Citizenship and Moral Education, Beijing Normal University, Beijing, 100875, Chin)

机构地区：[1]北京师范大学公民与道德教育研究中心

出　　处：《全球教育展望》2018年第3期57-64,共8页Global Education

摘　　要：学生违纪行为是学校德育的常见问题,历来受到研究者和实践工作者的关注。社会认知领域理论通过认识论和方法论的创新,为这一问题的解决提供了新的思路。基于领域理论的分析框架,学生违纪行为依据内容性质可以划分到道德、习俗、个人三个领域,而三个领域往往互相作用,共同构成具体的违纪行为。对违纪行为成因的追溯表明,认知发展过程中的失衡以及信息假设会导致学生出现违纪行为,但同时教师也应当反思既有规则本身是否合法。进而在对学生违纪行为进行回应时,教师既要注重领域适宜性,精确回应不同性质的行为,同时要通过建构道德氛围和合理使用发展性纪律从系统和建构的角度促进学生的"道德自我"的形成。Student’s disciplinary offence is a common problem in school moral education,and it is of concern to many researchers and teachers. Innovating epistemology and methodology, social cognitive domain theory provides a new way to solve this problem. Based on the theory, students’ disciplinary offence can be distinguished in three domains： morality,social convention and the personal. And these three domains are interactive. It shows that unbalance in students’ cognitive development and information hypothesis lead to students’ disciplinary offence. While at the same time, teachers should rethink reasonability of existed discipline. And then,when responding to disciplinary offence, teachers should pay attention to domain suitability and give accurate response. At the same time, they need to build moral climate and use developmental discipline reasonably.

关 键 词：领域理论 违纪行为 自主建构 

分 类 号：G41[文化科学—教育学]