学校德育衔接中的三重矛盾及其破解方式  

Triple Contradictions in the Connection of School Moral Education and Their Solutions

作　　者：牛志鹏 NIU Zhipeng(South China Normal University,Guangzhou 510631,Guangdong,China)

机构地区：[1]华南师范大学马克思主义学院,广东广州510631

出　　处：《扬州大学学报（高教研究版）》2022年第2期53-59,共7页Journal of Yangzhou University（Higher Education Study Edition）

基　　金：2019年度广西高等教育本科教学改革工程重点项目“地方高校构建‘课程思政共同体’协同育人模式的研究与实践”(2019JGZ130);2020年广西哲学社会科学规划研究课题“广西大中小学党史国史一体化教育方式创新研究”(20BDJ003)。

摘　　要：探索学校德育的有效衔接,并不意味着仅是针对现实表象,在经验层面就事论事解决。当对各种症候现象加以抽象,在本质的规律性认识中辨识德育衔接问题的内在矛盾关系时,其破解方式的方法论则会因对问题规律性的捕获,而获得普遍性的指导意义。阶段设计与整体构建、道德教育与道德认知、目标预设与具体执行,共同演绎了德育衔接在方法论结构逻辑中的三重矛盾关系。在此基础上,以系统论的范式探求学校德育的阶段整合与整体涌现;设定评判德育乱序与否的质性标准,为现实问题判断划定清晰的界限;重视和接受教育客体的合理前见,在回望与前行中实现德育的绵延,就分别成为其方法论结构中回应不同层次矛盾的破解方式。The connection of school moral education does not mean solving the superficial problems by experience but rather abstracting out of all sorts of symptoms.Only when the inherent contradictions are sorted out of the connection of school education,will the solutions possess universal guiding significance.In the methodological logic of the moral education connection,there are three contradictions,that is,periodical design versus integral construction,moral education versus moral cognition,goals presetting versus educational implementation.To dissolve these different layers of contradictions,the periodical integration and holistic emergence should be explored in the systemic paradigm,qualitative criteria should be set to assess the order of moral education and to delimit the real problems,and the reasonable foresight of the educational object should be emphasized and accepted.

关 键 词：学校德育 德育衔接 道德教育 道德认知 

分 类 号：G41[文化科学—教育学]