主动的习惯及其德育意蕴  

Active Habit and Its Moral Enlightenment

作　　者：孙琳 尹艳秋[1] SUN Lin;YIN Yanqiu(School of Education,Soochow University,Suzhou 215123,China)

机构地区：[1]苏州大学教育学院,江苏苏州215123

出　　处：《苏州市职业大学学报》2023年第3期89-92,共4页Journal of Suzhou Vocational University

基　　金：江苏省高校哲学社会科学研究重大项目(2021SJZDA166)。

摘　　要：在学校德育过程中,学生养成良好的习惯,是学生德性形成的标志,也是德育实效性的重要体现。通常而言,我们一般把习惯视为人的“第二自然”、视为一种适应且熟练的行为模式。而杜威在其《民主主义与教育》中,对常规的习惯进行了新的解读,提出了“主动的习惯”的概念,揭示了主动的习惯的能动性、过程性和创造性等特点,启发了学校关注基于学生经验的知行合一的行为培养模式,为学生习惯养成构建多样的、开放的环境,激发受教育者生长的愿望,以促进学生“主动的习惯”养成,达到提高学生德性的目的。In the process of moral education,students’developing good habits is a sign of the formation of students’morality and an important embodiment of the effectiveness of moral education.Generally speaking,we regard habits as people’s“second nature”,as an adaptive and skilled behavior pattern.In his“Democracy and Education”,Dewey gave a new interpretation of conventional habits,put forward the concept of“active habits”,and revealed the characteristics of“active habits”,such as initiative,process and creativity.This concept has inspired schools to focus on a behavioral training model that combines knowledge and action based on students’experience.Schools should build a diverse and open environment for students to develop their habits and stimulate the students’desire to grow,in order to encourage them to actively develop habits and achieve the goal of improving students’moral character.

关 键 词：主动的习惯 常规的习惯 德性 杜威 

分 类 号：G621[文化科学—教育学]