道德教育研究的逻辑取径简论  

A Brief Discussion about the Logical Orientation ofthe Research of the Moral Education

作　　者：曹世敏[1] 

机构地区：[1]江苏省教育厅社会科学研究与思想政治教育处,江苏南京210024

出　　处：《江苏教育学院学报（社会科学版）》2002年第4期20-22,共3页Journal of Jiangsu Institute of Education(Social Science)

摘　　要：本文从道德教育的概念入手 ,揭示出道德教育研究中逻辑地存在着的道德、教育、道德与教育互合等3种取向。 3种取向的研究分别形成了道德教育理论的 3种形态 ,即道德教育之道德论、道德教育之教育论、道德教育之道德与教育互合论。这 3种形态的理论统称为道德教育“要素论” ,与此对应的是道德教育“因素论” ,“因素论”以“要素论”为基础。道德教育理论研究逻辑取径之分及其理论形态之别 ,对认识、反思。Beginning with the concept of moral education, this paper points out that in the study of moral education, there exist three orientations. The three orientations of study bring about three states of the theory of moral education, i.e. ethics of moral education, pedagogy of moral education and the combination of morality and education in moral education. These three states the theory are concurrently knows as 'key factor theory', and, corresponding to this there is the 'factor theory', which is based on the 'key factor theory'. The clarity of the logical orientation of the theoretical study of moral education and its theoretical distinction have some power of interpretation in the awareness, reflection and expansion of the current moral education.

关 键 词：教育研究 道德教育 要素论 因素论 教育理论 德育实践 德育途径 

分 类 号：G410[文化科学—教育学]