道德的可认知性与德育课程的形态：兼论儿童公共参与  

The Cognizability of Morality and the Form of Moral Education Curriculum: Also on Children’s Public Participation

作　　者：严开宏[1] YAN Kaihong(School of Teacher education,nanjing xiaozhuang university,nanjing 211171,China)

机构地区：[1]南京晓庄学院教师教育学院

出　　处：《南京师大学报（社会科学版）》2019年第5期54-64,共11页Journal of Nanjing Normal University(Social Science Edition)

基　　金：教育部人文社会科学研究项目“小学班级公共生活的建构与公民品格培育”(13YJA880074)的研究成果

摘　　要：道德是否可教,不同的道德理论可认知性各不相同,因而要求不同的德育课程形态。弱认知的亚里士多德美德伦理学强调通过善的实现活动养成德性,因而可以从活动课程的意义上构建学校的公共活动;非认知的杜威共同体主义伦理学主张通过学校的共同生活培养儿童的道德观念,因而可以从隐蔽课程的意义上营造学校公共文化的道德氛围;强认知的科尔伯格道德发展学说将公正观念看作是道德的核心,因而可以从研究性课程的意义上拓展学校公共治理的空间。增加儿童参与的积极性、广泛性和真实性是不同德育课程形态的共同要求,儿童公共参与建构了学校和班级生活的公共性。The different understandings of teachability and cognition of morality in different moral theories call for diverse forms of moral education curriculum.Aristotle’s virtue ethics featuring an idea of weak cognition of morality emphasizes the cultivation of virtue through participating in good activities.Therefore,the public activities in schools can be created in the form of the activity curriculum.Dewey’s community ethics featuring an idea of no cognition of morality advocates that children’s moral concepts should be cultivated through the common life in schools.Thus,the moral atmosphere of the school’s public culture can be created in the form of the hidden curriculum.Kohlberg’s moral development theory favoring a strong cognition of morality regards the concept of justice as the core of morality.From that,we can expand the space of public governance of the school in the form of the research curriculum.Different forms of moral education curriculums,however,have the same requirement:i.e.to increase the enthusiasm,popularity and authenticity of children’s participation,which constructs the public sphere of life in classes and schools.

关 键 词：德育课程 道德理论 可认知性 儿童公共参与 

分 类 号：G63[文化科学—教育学]