重申教学的道德性:学科德育的根本旨趣及其路径优化  

Reaffirming the Moral Nature of Teaching:the Radical Goal and Modified Path of Subject Moral Education

作　　者：张霞[1] 兰英[2] ZHANG Xia;LAN Ying

机构地区：[1]上饶师范学院教师教育学院,江西上饶334001 [2]西南大学教育学部,重庆400715

出　　处：《中国教育学刊》2025年第4期102-108,共7页Journal of The Chinese Society of Education

基　　金：江西省基础教育研究课题“‘双减’背景下中小学课后服务课程建设路径研究”(项目编号:SZUSYZH2022-1267)研究成果。

摘　　要：教学的道德性是学科德育的根本旨趣,德育是学科课程的内在属性,道德性是学科教学的本质特征。学科德育在实践中面临教学与德育分离的困境,突出表现为教学目标重“认知”轻“情感”、教学内容重“事实”轻“意义”、教学过程重“预设”轻“生成”,以及教学评价重“有用”轻“发展”。为了实现教学与德育的合体,必须秉持学科育人立场,提升教师学科德育素养;明确知识多维价值,统筹知识教学与情感教学;激发课堂生命活力,创造积极的道德生活;尊重学生主体地位,构建多元化评价体系。The moral nature of teaching is the radical goal of subject moral education,the latter is the essential nature of subject curriculum,and the moral nature is the intrinsic character of subject teaching.The dilemma of practicing subject moral education is the separation of teaching and moral education,such as emphasizing on cognition and ignoring emotion in teaching objects,emphasizing on facts and ignoring meanings in teaching contents,emphasizing on presuppositions and ignoring creations in teaching process,and emphasizing on utilities and ignoring development in teaching evaluations.In order to realize the integration of teaching and the moral education,we must insist on the standpoint of the subject educational orientation,and improve teachers’competencies;articulate the multidimensional value of knowledge,and give overall consideration on knowledge teaching and emotion teaching;inspire the vitality of the classroom,and create positive moral life;and respect the subjective position of the students,and explore the multivariant assessment system.

关 键 词：教学的道德性 学科德育 育人立场 知识价值 学生主体 

分 类 号：G41[文化科学—教育学]