本文選題：意義 + 意義失落��； 參考：《東北師范大學》2008年博士論文

【摘要】： 當下對學校德育的種種批判不絕于耳,關于道德教育的論說與想象似乎也陷入了喋喋不休而又令人失望的境地,盡管如此,對于如何重新喚醒道德教育的生命力仍然是熱衷于道德教育的研究者孜孜以求的目標。本篇論文便是致力于喚醒道德教育生命力的一種嘗試,旨在通過構建關注意義的道德教育以提升學校育人質(zhì)量,使學校德育煥發(fā)出應有的生機,重拾道德教育的本真意蘊,以期改變學校德育實效性長期低靡的現(xiàn)實。 全文共分為五章對“關注意義的道德教育”進行闡述。 第一章是對意義理論的本體解讀。這部分內(nèi)容為接下來在道德教育中研究意義問題提供了理論支撐。關于意義問題的研究,比較系統(tǒng)而又深入的要數(shù)哲學,因此,本章便從哲學的視角來解析意義的內(nèi)涵、意義世界的特征以及個體意義世界形成所具有的一般特點。 第二章是對偏離意義追求的現(xiàn)代人之意義世界的省察。首先較詳細地闡述了人是意義的存在,在此基礎上以“意義世界的特征”為標尺衡量當下人們的意義世界,得出的結論是現(xiàn)代人正面臨著嚴重的意義危機。具體表現(xiàn)為,其一是成人世界的意義危機,從人與超越性精神追求、與價值標準、與道德、與自然、與社會、與自我反思的疏離等幾個方面加以論述;其二是青少年世界的意義盲點,分別對青少年學生在理想、思想觀念、責任感、正義感、人生價值觀等幾個方面存在的意義問題加以闡述,最后,分別從文化、經(jīng)濟、科技等幾方面對意義危機產(chǎn)生的原因進行了分析。 第三章是對偏離意義引領的學校德育現(xiàn)實圖景的描述。在明了當下人們意義失落的嚴俊現(xiàn)實的同時,本章主要目的就是考察現(xiàn)行的學校德育是否擔負起了意義引領的職責。為了充分完整地說明這個問題,筆者從德育目標中意義的失落開始,分別對德育內(nèi)容、德育方式方法、德育主體——教育者眼中的意義失落之現(xiàn)實狀況進行了疏理與闡述,進而表明學校德育面臨人們的意義危機是不作為的,不僅不作為而且根本沒有完成好自身的“本職使命”,即在道德教育的過程中,無論是道德規(guī)范教育還是價值觀念的培養(yǎng)都缺少必要的意義引導,沒有揭示出規(guī)范與價值體系的深層意蘊,沒有真正地觸及道德學習主體的精神世界,沒有關注道德學習主體理解活動的發(fā)生,這是學校德育實效性低下的根本原因;在此基礎上對學校德育各個環(huán)節(jié)中意義引領失落的影響因素進行了分析,主要包括教育者方面的原因,家長與社會方面的原因,科技、文化、經(jīng)濟方面的原因、學校教育整體的功利化傾向以及對道德教育本真涵義的曲解。 第四章是對關注意義的道德教育的理論構建。本章著重提出了是否關注意義是區(qū)分不同道德教育的重要標準,并以其為標準將道德教育劃分為兩大類,在此基礎上集中回答了在道德教育中為什么要關注意義;關注意義的道德教育是什么樣的,具有怎樣的特征以及關注意義的道德教育的最終發(fā)展目標是如何設定的。 第五章是對關注意義的道德教育的策略構建。應該說,關注意義的道德教育的成功進行,需要學校德育各個環(huán)節(jié),方方面面的調(diào)整或變革,筆者擇其要者并嘗試性提出,“意義論”德育理念的確立是關注意義的道德成功進行的前提;理解是關注意義的道德成功進行的基礎;意義充盈的德育活動是關注意義的道德教育成功進行的主要途徑;智慧型教師是關注意義的道德教育成功進行的主體保證。在此基礎上,又具體探討了意義論德育理念的實踐形態(tài);提出了有助于道德學習主體理解活動發(fā)生的教育方式方法——對話交往與生命敘事;在提升德育活動質(zhì)量的思考中,筆者指出真實的道德沖突與情境化道德教學是德育活動質(zhì)量提升的兩翼,最后對智慧型教師應具備的素養(yǎng)以及培養(yǎng)策略提出了簡略的構想。 至此,本文提出的“道德教育要成就人則必須要關注意義”的核心思路有了較為完整地展現(xiàn),期許這一理論上的新意能夠在現(xiàn)實道德教育活動中展現(xiàn)其真正的實踐魅力。
[Abstract]:At present, the criticism of school moral education is all over the ear. The argument and imagination of moral education seem to have fallen into the chatter and disappointing situation. However, how to reawaken the vitality of moral education is still the goal of the researchers who are keen on moral education. An attempt to awaken the vitality of moral education aims at improving the quality of school educating people by constructing the moral education of concern, making the school moral education radiating its due vitality and regaining the true meaning of moral education, in order to change the reality of the long-term low popularity of the school moral education.
The full text is divided into five chapters to elaborate on "moral education of concerned significance".
The first chapter is an ontological interpretation of the theory of meaning. This part provides a theoretical support for the study of meaning in moral education. The research on meaning is a systematic and in-depth study of philosophy. Therefore, this chapter analyses the meaning, the characteristics of the meaning world and the individual meaning from the philosophical perspective. The general characteristics of the formation of the boundary.
The second chapter is the inspection of the meaning world of the modern man who deviates from the meaning of the deviation. First, it expounds the existence of human meaning in detail. On this basis, the meaning world is measured by "the characteristics of the meaning world", and the conclusion is that modern people are facing a serious crisis of significance. The meaning crisis of the world, from the pursuit of human and transcendental spirit, and the standard of value, morality, nature, society, and self reflection, and other aspects, the second is the blind spot of the youth world, and there are several aspects of the youth students in their ideals, ideas, sense of responsibility, sense of justice, and values of life, etc. Finally, the reasons for the crisis of meaning are analyzed from the aspects of culture, economy and science and technology.
The third chapter is the description of the realistic picture of the school moral education which is led by the deviation of meaning. At the same time, the main purpose of this chapter is to investigate whether the current school moral education takes the responsibility of leading the sense. In order to fully and completely explain the problem, the author's loss of meaning in moral education aims to fully and completely. At the beginning, the moral education content, the way of moral education, the main body of the moral education, the reality of the sense of loss in the eyes of the educator, were explained and explained, and then it showed that the moral education of the school was not done, not not only, but not to complete its own "duty", that is, in moral education. In the course of the course, both moral education and the cultivation of values are lack of necessary significance guidance, not revealing the deep meaning of the standard and value system, not really touching the spiritual world of the subject of moral learning, and not paying attention to the birth of the understanding activities of the subject of moral learning. This is the fundamental reason for the low effectiveness of school moral education. On the basis of this, the factors influencing the loss of meaning in school moral education are analyzed, including the reasons of the educator, the reasons of the parents and the society, the reasons of science and technology, culture and economy, the utilitarian tendency of the school education as a whole and the misinterpretation of the true meaning of the moral education.
The fourth chapter is the theoretical construction of moral education of concern. This chapter focuses on whether the importance of meaning is to distinguish the important standards of different moral education, and the moral education is divided into two categories according to its standard. On this basis, it focuses on the reason why the moral education should pay attention to the significance of moral education; what is the moral education concerned with the significance of the moral education? What are the characteristics and the ultimate goal of moral education in the sense of concern?
The fifth chapter is the strategic construction of moral education for the meaning of concern. It should be said that the success of moral education, which is concerned with meaning, needs every link of school moral education, the adjustment or change of all aspects. It is the basis of moral success that pays attention to meaning; the full meaning of moral education is the main approach to the success of moral education that pays attention to meaning; the intelligent teacher is the main guarantee for the success of the moral education that pays attention to the meaning. On this basis, it discusses the practical form of the concept of moral education in the meaning theory, and puts forward the help of morality. In the thinking of improving the quality of the moral activities, the author points out that the real moral conflict and the situational moral teaching are the two wings of the quality improvement of the moral activities. Finally, the author puts forward a brief introduction to the literacy and training strategies of the intelligent teachers. Conceive.
At this point, the core idea of "moral education to make people have to pay attention to the meaning" has been completely unfolded, and the new idea in this theory is expected to show its real practical charm in the practical moral education activities.
【學位授予單位】：東北師范大學
【學位級別】：博士
【學位授予年份】：2008
【分類號】：G41

【引證文獻】

相關期刊論文 前2條

1 邱永瓊;易連云;;論意義關懷的大學生思想政治教育[J];前沿;2011年08期

2 李玉潔;;以個體為指向的網(wǎng)絡思想政治教育——網(wǎng)絡思想政治教育個體價值的判斷標準與具體內(nèi)容[J];信陽師范學院學報(哲學社會科學版);2012年05期

相關博士學位論文 前2條

1 李彥琳;改革開放以來我國幼兒道德教育變革研究[D];西南大學;2012年

2 張笑濤;消費社會中大學道德教育的使命[D];華中科技大學;2012年

相關碩士學位論文 前2條

1 李玉潔;網(wǎng)絡思想政治教育個體價值研究[D];廣西師范大學;2011年

2 咸孟君;信息化條件下網(wǎng)上思想文化陣地建設探索[D];西南石油大學;2013年

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本文編號：2107515