【摘要】：儒家德育思想是我國自古代一直流傳至今的優(yōu)秀文化遺產(chǎn),是我國古代無數(shù)儒家學者思想的結(jié)晶,受到了來自世界各地學者的追捧和研究。然而,當前學術(shù)界更多地是從儒家德育思想對當前學校德育工作的啟示入手,而很少從德育評價的角度來挖掘儒家思想中的精髓之處。而筆者通過研究發(fā)現(xiàn),儒家思想中其實蘊含著豐富的德育評價思想,而這些評價思想為解決當前思想政治教育學生評價中存在的問題提供了新的思路和方法,進一步補充、完善了當前思想政治教育學生評價體系。本文通過研究想要達到兩大目標：一方面總結(jié)儒家德育思想中關(guān)于評價的思想,儒家德育思想中蘊含著豐富的評價思想,但是學術(shù)界對于這一內(nèi)容的研究比較少,通過本文的研究,筆者希望能夠整理出儒家德育思想中關(guān)于評價的內(nèi)容,來彌補這一方面研究的不足；另一方面批判性繼承儒家德育評價思想中的合理內(nèi)容,并從現(xiàn)代視角對其進行解讀,賦予其新的時代內(nèi)容,從而為當前思想政治課學生評價體系的完善提供新的思路。針對以上需要解決的兩大問題,本文的研究內(nèi)容分為三大部分,第一部分從評價目標、評價標準、評價方法三方面總結(jié)了儒家思想中關(guān)于評價的內(nèi)容,并試圖找到這三方面之間的聯(lián)系和區(qū)別。評價目標中的“君子人格”是儒家德育評價活動圍繞的出發(fā)點和落腳點,而“君子不器”是實現(xiàn)君子人格的基礎(chǔ),“玉的人格”是“君子人格”的形象化表述,是“君子不器”的進一步升華。評價標準則是評價過程中圍繞著評價目標提出的對于被評者的要求,其中總結(jié)的義利觀、己群觀、忠恕觀、榮辱觀都是考察君子人格非常重要的幾個標準要求。而評價方法則是指在評價過程中采取何種方法進行評價,這里總結(jié)了反身自省、言行一致、因材施“評”、謹慎評人四種儒家比較典型的評價方法。第二部分從傳統(tǒng)儒家思想缺失的角度,來審視當前中學思想政治課學生評價存在的問題,總結(jié)了評價要求較為零散,評價指標模糊,評價主體不全面,思想政治課學生評價與學生綜合素質(zhì)評價中的思想品德評價的聯(lián)系較少等問題。第三部分,將儒家思想中關(guān)于評價的內(nèi)容引入到高中思想政治課學生評價中,在學生評價中開發(fā)其價值,以高中思想政治課為載體,探討儒家德育評價思想如何能夠寓于思想政治課學生評價之中,補充完善了思想政治課學生評價體系,為進行評價提供了新的思路和方法。
[Abstract]:Confucian moral education is an outstanding cultural heritage which has been handed down since ancient times in China. It is the crystallization of countless Confucian scholars in ancient China and has been sought after and studied by scholars from all over the world. However, the current academic circles begin with the enlightenment of the Confucian moral education to the current school moral education work, and seldom excavate the essence of the Confucian thought from the angle of moral education evaluation. The author finds that the Confucian thought actually contains rich moral education evaluation thought, and these evaluation thoughts provide new ideas and methods for solving the problems existing in the students' evaluation of ideological and political education at present. Improved the current ideological and political education student evaluation system. On the one hand, the thesis summarizes the thought of evaluation in the Confucian moral education thought, which contains rich evaluation thought, but the academic research on this content is relatively few. Through the study of this paper, the author hopes to sort out the Confucian moral education thought about the content of evaluation, to make up for the lack of research in this area; On the other hand, it critically inherits the reasonable content in the Confucian moral education evaluation thought, and interprets it from the modern angle of view, endows it with the new era content, thus provides the new thought for the current ideological and political course student appraisal system consummation. In view of the two problems mentioned above, the research content of this paper is divided into three parts. The first part summarizes the contents of the Confucian thought on evaluation from three aspects: the evaluation goal, the evaluation standard and the evaluation method. And tries to find the connection and the difference between these three aspects. The "gentleman personality" in the evaluation goal is the starting point and the foothold of the Confucian moral education evaluation activity, and "the gentleman does not have the instrument" is the foundation of realizing the gentleman personality, "the jade personality" is the image expression of the "gentleman personality". It is the further sublimation of Gentleman. The evaluation standard is the requirement for the person to be evaluated around the evaluation goal in the process of evaluation, among which the summary of the view of justice and benefit, oneself and group, loyalty and forgiveness, honor and disgrace are the several standard requirements which are very important to investigate the personality of the gentleman. The evaluation method refers to what method should be adopted in the process of evaluation. This paper summarizes four typical Confucian evaluation methods, such as reflexive introspection, consistent words and deeds, and careful evaluation of people. In the second part, from the point of view of the lack of the traditional Confucian thought, it examines the problems existing in the evaluation of the students in the ideological and political course of middle school, summarizes the evaluation requirements are scattered, the evaluation index is vague, and the evaluation subject is not comprehensive. There is little connection between the students' evaluation of ideological and political course and the evaluation of students' comprehensive quality. In the third part, the content of the Confucian thought about the evaluation is introduced into the high school ideological and political course student evaluation, and the value is developed in the student evaluation, taking the high school ideological and political course as the carrier, This paper probes into how the Confucian moral education evaluation thought can be embedded in the students' evaluation of ideological and political courses, complements and perfects the evaluation system of ideological and political students, and provides a new way of thinking and method for the evaluation.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.2

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