新版义务教育阶段《道德与法治》教科书中的道德说理:问题分析与教学建议  

Moral Reasoning in the New Edition of Textbook“Morality and Law”in Compulsory Education:Problem Analysis and Teaching Suggestions

作　　者：王占魁 张雪悦 WANG Zhankui;ZHANG Xueyue(Institute of Schooling Reform and Development,East China Normal University,Shanghai,200062,China;Department of Education,East China Normal University,Shanghai,200062,China)

机构地区：[1]华东师范大学基础教育改革与发展研究所,上海200062 [2]华东师范大学教育学系,上海200062

出　　处：《全球教育展望》2022年第11期42-59,共18页Global Education

基　　金：上海市哲学社会科学规划教育学一般项目“道德教育中的论辩逻辑研究”(项目编号:A1907)的阶段性研究成果。

摘　　要：义务教育阶段《道德与法治》教科书,是学校直接德育课程化的主要载体和基本依据。教科书中有关道德主题课的说理方式及其合理性,直接影响学生道德思维的发展和学校直接德育的成效。通过对新版义务教育阶段《道德与法治》教科书的系统梳理,我们发现:在内容上,道德主题篇目约占课文篇目总数的89%,主要强调“爱国奉献”“遵纪守法”“保护环境”“尊重他人”和“尊老爱幼”五种道德要求;在说理方式上,主要诉诸“社会功用主义结果论”“利己主义结果论”和“道义论”。为提升中小学教师使用教科书进行道德教育的实践成效,针对其中一些不利于儿童道德认知发展的典型谬误,我们建议:其一,针对用利己主义结果论来论证公益行为的问题,建议教师在义务教育中高学段有关公益行为的教学过程中补充社会功用主义结果论和道义论的说理方式。其二,针对强烈的结果论倾向并且为片面强调积极引导而缺乏消极结果论的问题,建议教师在教学过程中适当补充反面论据,并强化对结果论和道义论的综合使用。其三,针对“滑坡谬误”问题,建议补充道义论的说理方式。其四,针对“诉诸权威谬误”问题,建议适当补充相关研究领域的前沿成果作为教学案例或研讨素材。The textbook“Morality and Law”in the stage of compulsory education is the main carrier and basis of direct moral education curricularization at school.The reasoning method and the rationality quality of the moral theme courses in textbooks directly affect the development of students’moral thinking and the effectiveness of direct moral education in schools.Through a systematic review of the new edition of the textbook“Morality and Law”at the stage of compulsory education,we find that:in terms of content,the topic of morality accounts for about 89%of the total number of texts,mainly emphasizing the five moral requirements of“patriotic dedication”,“observing discipline and law”,“protecting the environment”,“respecting others”and“respecting the old and loving the young”.In the way of reasoning,we mainly resort to“social utilitarianism consequentialism”,“egoism consequentialism”and“deontology”.In order to improve the practical effect of primary school Chinese teachers’use of textbooks for moral education,given some typical fallacies that are not conducive to the development of children’s moral cognition,we suggest:First,given the problem of using egoistic consequence theory to demonstrate public welfare behavior,it is suggested that teachers should supplement the reasoning methods of social utilitarianism consequence theory and deontology in the teaching process of public welfare behavior in the higher phase of compulsory education.Second,given the strong tendency of consequentialism and the lack of negative consequentialism for the one-sided emphasis on positive guidance,it is suggested that teachers should appropriately supplement negative arguments in the teaching process,and strengthen the comprehensive use of consequentialism and deontology.Thirdly,aiming at the problem of the“landslide fallacy”,it is suggested to supplement the reasoning method of deontology.Fourth,given the“fallacy of resorting to authority”,it is suggested to appropriately supplement cuttin

关 键 词：《道德与法治》教科书 道德教育 道德说理 结果论 道义论 

分 类 号：G633.2[文化科学—教育学]