论中国式德育方法论的整体建构  

On the Holistic Construction of Chinese Style Moral Education Methodology

作　　者：张忠华[1] ZHANG Zhonghua(School of Teacher Education,Jiangsu University,Zhenjiang 212013)

机构地区：[1]江苏大学教师教育学院,镇江212013

出　　处：《教育发展研究》2024年第15期102-108,共7页Research in Educational Development

基　　金：国家社会科学基金教育学一般课题“中国德育原理百年发展史研究”(BEA210110)的部分成果。

摘　　要：依据知、情、意、行统一发展规律所建立的传统德育方法论体系,具有历史时代的合理性、合法性,在德育实践中发挥了积极的效应。但传统德育方法论受“主知主义”的影响,偏重说理教育,忽视道德主体的能动性和德育方法论的整体性。受主体哲学、中国社会变革的影响,在深化德育本质认识的基础上,借鉴德育方法的国际经验,中国式德育方法论需要转型而进行整体建构,把提高道德认知、激发道德情感、淬炼道德意志、养成道德行为的方法与道德主体领会感悟、自主建构的方法有效整合,发挥德育方法论的整体功能。The traditional moral education methodology system established based on the unified development law of knowledge,emotion,intention,and action has historical rationality and legitimacy,and has played a positive role in moral education practice.However,the traditional methodology of moral education is influenced by"intellectualism"and focuses on argument and persuasion,neglecting the agency of moral subjects and the holistic nature of moral education methodology.Influenced by the philosophy of subjectivity and the changes in Chinese society,the Chinese style moral education methodology needs to be transformed and constructed as a whole on the basis of deepening the understanding of the essence of moral education and drawing on international experience in moral education methods,and exerts the global function of moral education methodology by effectively integrating the methods of improving moral cognition,stimulating moral emotions,refining moral will,and cultivating moral behavior with the methods of moral subject comprehension and self-construction.

关 键 词：中国式 德育方法论 整体建构 说理教育 实践锻炼 自主建构 

分 类 号：G41[文化科学—教育学]