情境道德学习新论:李吉林情境教育理论的德育观照  

New Theory of Situational Moral Learning:Moral Fducation Application of Ii jilin's Situational Educational Theory

作　　者：钱小龙[1,2] 宋子昀 黄蓓蓓 Qian Xiaolong;Song Ziyun;Huang Beibei

机构地区：[1]南通大学教育科学学院,南通226019 [2]南通大学未来教育研究所,南通226019

出　　处：《中国教育科学（中英文）》2024年第3期135-146,共12页Education Sciences in China

基　　金：国家社会科学基金一般课题“全民终身学习视野下的国家在线教育体系发展研究”(20BSH053)。

摘　　要：李吉林情境教育理论和情境德育主张为情境道德学习提供理论指引,赋予其情境依赖性、情感融合性、开放整体性、主动建构性和深度智慧性五大核心思想。由此,情境道德学习是学习者在人为优化的情境中,将情感与认知相结合,以内外协同的方式,主动进行道德内化,生成道德智慧的价值性学习,具有体验式的学习理念、情境化的学习形态、迭代式的学习过程以及外驱内的学习机制等典型特征。情境道德学习的实践建构可从面向道德智慧的学习目标、开发求真向美的学习资源、基于内外结合的学习策略以及秉持促德发展的学习评价四方面入手。其中,学习目标以道德思维力为核心,学习资源贯彻真与美的原则,学习策略主张发挥内外部的联合作用,学习评价强调促进学习者的发展。Lijilin's situational educational theory and situational moral education advocate providing theoretical guidanee lor situational moral learning and endows it with live core ideas:situational dependence,emotional integration,open integrity,active construction and deep wisdom,Therelore,situational moral learning is value-based learning in which learners actively internalize morality and generate moral wisdom by combining emotion and cognition in artilicially optimized situation in a way of internal and external cooperation,lt has typical characteristics such as experiential learning concept,situational learning lorm,iterative learning process and external driving-internal learning mechanism,Practical construction of situational moral learning can start Irom four aspects:learning objective facing moral wisdom,development of learning resources seeking truth and beauty,learning strategy based on the combination of internal and external,and learning evaluation promoting moral development,Among them,learning objective takes moral thinking as core,learning resources implement the principle of truth and beauty,learning strategy advocates the joint role of internal and external,and learning evaluation emphasizes promoting the development of learners.

关 键 词：情境道德学习 李吉林 情境教育 情境德育 

分 类 号：G41[文化科学—教育学]