發(fā)布時(shí)間：2018-02-26 14:21

  本文關(guān)鍵詞： 道德移情能力 必要性 培養(yǎng)策略　出處：《河北師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：道德移情能力,是道德能力的重要組成部分,是個(gè)體在與他人交往的過(guò)程中,調(diào)動(dòng)自己已有的認(rèn)知,發(fā)揮自身的想象能力,把自我放置于他人的位置,體驗(yàn)他人的情感,針對(duì)他人的情緒情感狀態(tài),在自身產(chǎn)生的一種替代性情感反應(yīng)能力。道德移情能力既包括認(rèn)知成分也包括情感成分,是理性與感性兩種力量相互協(xié)調(diào)、相互作用的結(jié)果。國(guó)內(nèi)外學(xué)者對(duì)于移情的研究大多集中于移情產(chǎn)生的動(dòng)態(tài)過(guò)程,以及影響因素,道德移情能力的研究相對(duì)缺乏且不成系統(tǒng)。所以,道德移情能力的研究,在道德教育領(lǐng)域具有理論意義和現(xiàn)實(shí)意義。 本文的研究從能力、道德能力、以及道德移情能力理論入手,將理論與實(shí)踐相結(jié)合,指出道德移情能力培養(yǎng)的必要性和有效途徑。 論文包含三大部分： 第一部分,首先,對(duì)道德移情能力及其相關(guān)概念進(jìn)行闡釋。通過(guò)對(duì)道德移情能力涵義的分析、以及道德移情能力與道德能力、與同情的比較研究,對(duì)道德移情能力進(jìn)行了概念的解讀。其次,在概念界定的基礎(chǔ)上得出道德移情能力的四個(gè)特征即：道德情感與道德認(rèn)知、道德判斷與觀點(diǎn)采擇、道德主體的想象與客觀現(xiàn)實(shí)、先天遺傳與后天教育的統(tǒng)一。最后,在嚴(yán)謹(jǐn)?shù)姆治龅赖乱魄槟芰Φ母拍詈?指出它的四大結(jié)構(gòu)要素：觀點(diǎn)采擇能力、想象力、道德情感分享與共鳴能力、情緒調(diào)節(jié)能力。 第二部分,闡述提高道德移情能力的必要性和可行性。首先,從道德移情能力與親社會(huì)行為,與道德能力關(guān)系的角度,說(shuō)明提高道德移情能力是培養(yǎng)親社會(huì)行為和提高道德能力的必然要求。其次,結(jié)合道德教育現(xiàn)狀,闡述提高道德移情能力是扭轉(zhuǎn)轉(zhuǎn)型期社.會(huì)道德現(xiàn)狀、克服傳統(tǒng)道德教育偏重道德知識(shí)傳授的弊端、落實(shí)基礎(chǔ)教育德育課課程標(biāo)準(zhǔn)的要求。最后,從人類情緒情感的感染性以及能力的可塑性角度,分析得出道德移情能力的培養(yǎng)的具有可行性的。 第三部分,以前三部分的論述為基礎(chǔ),廣泛借鑒社會(huì)學(xué)、倫理學(xué)、心理學(xué)、教育學(xué)等學(xué)科的相關(guān)知識(shí),針對(duì)當(dāng)前道德教育存在的弊端,提出培養(yǎng)道德移情能力的策略。首先,是道德情境的選擇。道德情境對(duì)于道德移情能力的培養(yǎng)有重要的作用,所以,要在設(shè)置的與真實(shí)的道德情境中培養(yǎng)道德移情能力。其次,引導(dǎo)學(xué)生在與他人的情感共鳴中形成和發(fā)展道德移情能力,通過(guò)角色扮演與教育模擬、情緒追憶與升華、對(duì)他人語(yǔ)言表 征與微表情的理解提升道德移情能力。最后,在教師移情能力的感染中培養(yǎng)學(xué)生道德移情能力。教師在與學(xué)生的交往中,通過(guò)自身高水平的道德移情能力感染學(xué)生,促進(jìn)學(xué)生道德移情能力的發(fā)展。
[Abstract]:The ability of moral empathy is an important part of moral ability. It is an individual who, in the process of interacting with others, exerts his own cognition, exerts his own imagination, puts himself in the position of others, and experiences the feelings of others. The ability of moral empathy includes both cognitive and emotional components, which is the coordination between rational and emotional forces. The results of interaction. Domestic and foreign scholars mostly focus on the dynamic process of empathy, as well as the influence factors, the study of moral empathy ability is relatively lacking and not systematic. Therefore, the study of moral empathy ability, It has theoretical and practical significance in the field of moral education. Based on the theory of ability, moral ability and moral empathy ability, this paper combines theory with practice, and points out the necessity and effective way of cultivating moral empathy ability. The thesis consists of three parts:. The first part, first of all, explains the moral empathy ability and its related concepts, through the analysis of the meaning of moral empathy ability, as well as the comparative study of moral empathy ability and moral ability, and sympathy. Secondly, on the basis of the definition of the concept, four characteristics of moral empathy ability are obtained: moral emotion and moral cognition, moral judgment and point of view selection, imagination and objective reality of moral subject. Finally, after a rigorous analysis of the concept of moral empathy, the author points out its four structural elements: the ability to take ideas, imagination, the ability to share and resonate with moral emotions, and the ability to regulate emotions. The second part, expound the necessity and feasibility of improving moral empathy ability. First, from the angle of moral empathy ability and pro-social behavior, and moral ability, It shows that improving the ability of moral empathy is the inevitable requirement of cultivating pro-social behavior and improving moral ability. Secondly, according to the present situation of moral education, it is expounded that improving the ability of moral empathy is to reverse the social and moral status quo in the transformation period. In order to overcome the disadvantages of traditional moral education, and implement the curriculum standard of moral education in basic education, finally, from the point of view of the infectivity of human emotion and the plasticity of ability, It is concluded that the cultivation of moral empathy ability is feasible. The third part, on the basis of the exposition of the previous three parts, draws lessons from the relevant knowledge of sociology, ethics, psychology, pedagogy and so on, and puts forward the strategy of cultivating the ability of moral empathy in view of the drawbacks of the current moral education. Moral situation is the choice of moral situation. Moral context plays an important role in the cultivation of moral empathy ability. To guide students to form and develop moral empathy ability in emotional resonance with others, through role playing and educational simulation, emotional recall and sublimation, and language table of others. Finally, to cultivate students' moral empathy ability in the infection of teachers' empathy ability. In the interaction with students, teachers infect students through their own high level of moral empathy ability. To promote the development of students' moral empathy ability.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G41

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

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本文編號(hào)：1538376