历史教学中的道德评价问题  

Moral Evaluation in History Teaching

作　　者：张汉林[1] 颜孟晓 ZHANG Hanlin;YAN Mengxiao

机构地区：[1]首都师范大学教师教育学院,北京100048 [2]首都师范大学教育学院 [3]齐鲁师范学院

出　　处：《天津师范大学学报（基础教育版）》2024年第1期59-63,共5页Journal of Tianjin Normal University(Elementary Education Edition)

基　　金：北京市教育科学“十四五”规划2023年度优先关注课题“北京市高中教育多样化发展研究”(3059-0015)。

摘　　要：道德评价是指以道德观念为标准,在历史评价的基础上,对历史人物在公共领域的言行或历史事件进行评价。在历史教学中,道德评价至关重要,这是因为:道德是历史研究的重要范畴;道德评价是历史学的重要传统;培养道德评价能力是历史教育的重要使命。研究认为,道德评价的关键在于评价标准的选择,将古人和今人的道德标准结合起来,就形成了四种情况,由此构成了历史教学中的道德评价矩阵。道德评价矩阵属于理想类型,除此之外,还有道德两难困境。经由历史教育,我们要培养道德践行者和道德促进者,落实立德树人根本任务。Moral evaluation refers to the evaluation of historical figures′words,deeds and events in the public area on the basis of historical evaluation,whose standard is moral concept.In history teaching,moral evaluation should not be ignored because of the following points:morality is an important category of historical research;moral evaluation is a vital tradition of history;cultivating moral evaluation ability is a significant vocation of history education.The key to moral evaluation lies in the selection of evaluation criteria.Combined the moral standards of the ancient with modern people,four situations are formed,which constitute the moral evaluation matrix in history teaching.The moral evaluation matrix belongs to the ideal state.In addition,there are some intermediate states like moral dilemma.Through history education,we aim to cultivate moral practitioners and promoters to complete the fundamental task of moral education.

关 键 词：道德评价 历史评价 道德实践 道德经验 

分 类 号：G633.51[文化科学—教育学]