学校制度文化促进学生道德成长的三种机制  

Three Mechanisms of School Institutional Culture on Students Moral Growth

作　　者：冯永刚 FENG Yonggang(Faculty of Education,Shandong Normal University,Jinan,Shandong 250014,China)

机构地区：[1]山东师范大学教育学部,山东济南250014

出　　处：《湖南师范大学教育科学学报》2023年第2期30-39,共10页Journal of Educational Science of Hunan Normal University

基　　金：山东省社会科学规划项目“习近平新时代制度伦理视域下高校思想道德教育研究”[19CZKJ12]。

摘　　要：学校既是一种制度存在,也是一种文化存在,亦是一种制度文化的存在。学校道德教育是在制度文化架构和安排下的制度性活动。学校道德教育的持续、纵深开展和有效推进,有赖于学校制度文化的规范、支持和保障。学校制度文化与学生道德发展紧密相关。学生道德品质的结构是一个完整的、系统的、有机的体系,涵盖了道德认知、道德情感和道德行为等方面。充分发挥学校制度文化促进学生道德成长的认知发展机制、情感激励机制和实践活动机制的作用,并促使三者良性互动,能够更好地促进学生德性的养成,推动学生道德发展,实现从他律到自律的跃升,服务于道德自由的实现。School is not only an institutional existence,a cultural existence,but also an institutional culture existence.School moral education is a kind of institutional activity under the framework and arrangement of institutional culture,and whose continuation,in-depth development and effective implementation depends on the standardization,support and guarantee of school institutional culture.Therefore,school institutional culture is closely related to the moral development of students.The structure of students moral character is a complete,systematic and organic system,which contains the elements of moral cognition,emotion,behavior and so on.By developing the cognitive development mechanism,emotional incentive mechanism and practical activity mechanism,student s moral growth can be promoted by school institutional culture,and the positive interactions among three mechanisms can better cultivate students virtue,promote their moral development from heteronomy to self-discipline,and serve the realization of moral freedom.

关 键 词：学校制度文化 道德教育 道德成长 作用机制 

分 类 号：G410[文化科学—教育学]