论课程德育的内涵及实施要求  

On the Connotation and Implementation Requirements of Curriculum Moral Education

作　　者：张忠华[1] 孙文敬 Zhang Zhonghua;Sun Wenjing(School of Teacher Education,Jiangsu University,Zhenjiang 212013,Jiangsu)

机构地区：[1]江苏大学教师教育学院

出　　处：《江苏大学学报（社会科学版）》2023年第4期103-113,共11页Journal of Jiangsu University(Social Science Edition)

基　　金：国家社会科学基金教育学一般课题(BEA210110)。

摘　　要：教育活动是一项伦理活动,其客体——课程本身就是真善美的有机统一体,而课程编写具有真善美的价值预设,所以任何课程都具有德育价值。课程德育就是通过课程教学活动的探究、体验、感悟与创生,进而实现师生真善美素养的全面提升。由于受社会转型、科学主义、各种社会思潮和教育条块分割等因素的影响,学校课程教学出现片面追求知识化的倾向。应通过教育理论的学习与研究,澄清教师认识、转变教师态度、形成育人智慧,开发利用课程德育资源,运用“教育性教学”规律,不断探索课程德育的新模式,最终实现课程德育的目的。Since education is an ethical activity,the object of education—the curriculum itself is an organic unity of truth,goodness and beauty,and the curriculum is written as the embodiment of truth,goodness and beauty,a curriculum must have its moral education value.Curriculum moral education is to achieve the teachers and students overall improvement in truth,goodness and beauty through the exploration,experience,perception and creation in curriculum teaching activities.However,due to the influence of social transformation,scientism,various social trends and educational compartmentalization,curriculum teaching tends to be the lopsided pursuit of knowledge.So we should clarify teachers understanding,change their attitudes and ignite the educational wisdom through researches of educational theory,develop and utilize curriculum moral education resources,master the law of“educative teaching”and new models of curriculum moral education so as to achieve the purpose of curriculum moral education in the end.

关 键 词：课程 德育 课程德育 课程思政 思政课程 教育性教学 

分 类 号：G410[文化科学—教育学]