价值澄清理论在中国:回顾与讨论  

The Review and Discussion of Values Clarification in China

作　　者：董玉雪 石中英 DONG Yu-xue;SHI Zhong-ying(Institute of Education,Tsinghua University,Beijing,100084)

机构地区：[1]清华大学教育研究院,北京100084

出　　处：《清华大学教育研究》2024年第3期13-21,30,共10页Tsinghua Journal of Education

基　　金：国家社科基金“十四五”规划2022年度教育学重大课题“十八大以来社会主义核心价值观教育的主要经验与深化机制研究”(VAA220001)。

摘　　要：价值澄清理论作为备受关注和讨论的道德教育和价值观教育理论之一,在中国的传播呈现了与其在西方传播时不同的路径。价值澄清理论在中国的传播大致可以划分为三个阶段:初步传播阶段、深入研究阶段以及新时代的再认识阶段。价值澄清理论在我国学界引发的主要争论包括:是否倡导相对主义、是否重过程忽视内容、是否重个人自主轻视社会共识价值观以及是否重价值认知轻视价值情感与行动。这些论争深化了人们对价值澄清理论的理解。价值澄清理论为我国道德教育和价值观教育理论及实践带来了独特的思想和方法论资源,对突破以灌输为主的价值教学方式、促进教师的价值引导和学生的价值内化具有启示和借鉴意义,但也要警惕价值澄清理论本身缺陷所带来的理论风险以及与我国道德教育和价值观教育的实践适配度问题。Values clarification,as one of the highly discussed theories in moral education and values education,has followed a different development path in China.The spread of this theory in China can be roughly categorized into three stages:preliminary introduction,in-depth exploration and further understanding in the new era.The main debates ignited within the Chinese academic community regarding values clarification include whether it advocates relativism,whether it overemphasizes process at the expense of content,whether it prioritizes individual autonomy over social consensus values,and whether it emphasizes value cognition at the cost of value emotions and actions.These debates have deepened people's understanding of the theory of values clarification.Values clarification has brought unique ideological and methodological resources to the theory and practice of moral education and values education in China,offering insights into shifting away from the indoctrination-based teaching method and fostering the guiding role of teachers and the internalization of values among students.However,we should be vigilant about the theoretical risks associated with values clarification theory itself and consider its compatibility with moral education and values education in China.

关 键 词：价值澄清 价值观教育 拉思斯 基尔申鲍姆 

分 类 号：G410[文化科学—教育学]