大学生道德情感教育的主体维度探析  

Analysis of the Subject Dimension of University Students’ Moral Emotional Education

作　　者：徐娟[1] XU Juan

机构地区：[1]昆明学院发展规划处

出　　处：《大学教育科学》2019年第6期45-50,共6页University Education Science

基　　金：昆明学院人才引进项目“云南省高校大学生道德情感水平及培育模型构建研究”(YJW17001)

摘　　要：在功利主义教育观的驱使和引领下,理性主义德育的大行其道导致了德育低效甚至无效的尴尬局面。道德情感作为个体品德心理结构的重要成分,构成了道德行为的重要内驱力,为提高德育实效提供了着力点。道德情感教育理应成为大学德育的应有之义,也是走出当前大学德育困境的出路所在。道德的主体性本质决定了在道德情感的养成上,除了学校教育,更离不开学生的自我教育这一主体维度的基础性作用。道德情感教育必须回归到个体自身,使道德由他律变为自律,由强制变为自由。正确认识道德自我、不断增强道德智慧、养成道德反省习惯、投身并体验道德生活构成了道德情感教育在主体维度方面的四个逻辑支点。Driven and guided by the utilitarian education concept,the popularity of rational moral education has led to the confusing situation that moral education is inefficient or even ineffective.As an important component of individual moral psychological structure,moral emotion creates an important internal driving force of moral behavior that provides a focus for improving the effectiveness of moral education.Strengthening moral emotional education should convert the correct meaning of university moral education,and advance its current dilemma.Apart from school education,the subjectivity nature of morality determines that the cultivation of university students’moral emotions can not be separated from their autonomy.Moral emotional education must return to the individual itself,so that morals can be changed from heteronomy to self-discipline and from compulsion to freedom.Correct understanding of moral self,enhanced moral wisdom,form the habit of moral introspection,and participation in and experience of moral life constitute the four logical points of moral emotional education.

关 键 词：大学生 大学德育 道德情感 自我教育 主体维度 

分 类 号：G640[文化科学—高等教育学]