本文選題：小學(xué)德育 + 求真理念　； 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：小學(xué)生責(zé)任教育,即指培養(yǎng)小學(xué)生具有責(zé)任感和責(zé)任意識(shí),并形成相應(yīng)的優(yōu)秀品質(zhì)和高尚人格的教育。1學(xué)校在“求真理念”下,以“真”為培養(yǎng)目標(biāo),以“求”為教育過(guò)程,立足于生活求真、學(xué)習(xí)求真、做人求真三個(gè)層面的教育之作為,通過(guò)課堂教學(xué)、主題教育、社會(huì)實(shí)踐等途徑,通過(guò)教師的言傳身教、學(xué)生的知行合一,讓學(xué)生在學(xué)習(xí)的過(guò)程中體驗(yàn)生活、學(xué)會(huì)學(xué)習(xí),并能自主成長(zhǎng)為德智體美勞全面發(fā)展,能夠?qū)ψ约贺?fù)責(zé)、對(duì)家庭負(fù)責(zé)、對(duì)他人負(fù)責(zé)、對(duì)集體負(fù)責(zé)、對(duì)社會(huì)負(fù)責(zé)的合格公民。在培養(yǎng)教育的過(guò)程中,“如何做一個(gè)有責(zé)任的人”,既是求真理念的出發(fā)點(diǎn),也是培育真人的最終點(diǎn)。因而,求真理念下小學(xué)生責(zé)任教育的有效實(shí)施,是落實(shí)“求真”的育人目標(biāo)、實(shí)現(xiàn)學(xué)生自主成長(zhǎng)的重要途徑和具體實(shí)踐。本研究采用“文獻(xiàn)法”、“案例研究法”、“行動(dòng)研究法”等方法,從小學(xué)生責(zé)任教育的現(xiàn)實(shí)情況和問(wèn)題出發(fā),分析其成因與癥結(jié),為小學(xué)生責(zé)任教育的方案制定和實(shí)施做好理論鋪墊。在實(shí)施過(guò)程中,研究者通過(guò)“五會(huì)五做”教育框架、“三注重”基本策略和“四尚義”培養(yǎng)導(dǎo)向,融合陶行知先生的“求真理念”精髓,以“生活課程打造”為平臺(tái)在小學(xué)階段踐行責(zé)任教育。在研究中,筆者充分利用學(xué)校管理者的優(yōu)勢(shì),從三類(lèi)課程設(shè)計(jì)、德育活動(dòng)序列、校園文化打造等方面,立足于“責(zé)任”的意識(shí)培養(yǎng)與行為養(yǎng)成,實(shí)踐小學(xué)生的責(zé)任教育。特別是在“課堂教學(xué)”、“主題實(shí)踐”中,研究者結(jié)合學(xué)校教育教學(xué)的實(shí)際開(kāi)展情況,運(yùn)用案例分析、行動(dòng)研究的方法,進(jìn)一步挖掘出了“求真理念”對(duì)“責(zé)任教育”活動(dòng)開(kāi)展所具有的指導(dǎo)意義。同時(shí),在研究活動(dòng)初步取得成效的基礎(chǔ)上,研究者做出了實(shí)踐總結(jié),提出了尚存的問(wèn)題,為后續(xù)的研究與實(shí)踐提供了具有啟發(fā)性和指導(dǎo)性的思考和意見(jiàn)。
[Abstract]:Responsibility Education for Primary School students refers to the education of cultivating pupils' sense of responsibility and responsibility, and forming the corresponding excellent quality and noble personality. Under the concept of "seeking truth", schools take "truth" as the training goal and "seek" as the educational process. Based on the education of life, learning and life, through classroom teaching, theme education, social practice and so on, through the teaching of teachers' words and deeds, the students' unity of knowledge and action. Let students experience life in the process of learning, learn to learn, and be able to grow into a moral, intellectual, physical, and labor comprehensive development, can be responsible to their own, responsible to their families, responsible to others, collective responsibility, and responsible for the community of qualified citizens. In the process of training education, "how to be a responsible person" is not only the starting point of seeking truth, but also the final point of cultivating real person. Therefore, the effective implementation of primary school students' responsibility education under the concept of seeking truth is an important way and concrete practice to carry out the educational goal of "seeking truth" and to realize students' independent growth. This research adopts the methods of "literature method", "case study method" and "action research method" to analyze the causes and the crux of the primary school students' responsibility education from the point of view of the actual situation and problems. For primary school students responsibility education program formulation and implementation to do a good theoretical foreshadowing. In the process of implementation, the researcher combines the essence of Mr. Tao Xingzhi's "seeking truth" through the educational framework of "five meetings and five works", the "three emphasis" basic strategies and the cultivation orientation of "four Shangyi". Take "Life Curriculum Building" as the platform to practice responsibility education in primary school. In the research, the author makes full use of the advantages of school administrators, from the three kinds of curriculum design, the sequence of moral education activities, campus culture, etc., based on the "responsibility" awareness and behavior cultivation, and practice the responsibility education of primary school students. Especially in "classroom teaching" and "thematic practice", the researcher combines the actual development of school education and teaching, using the method of case analysis and action research. It further excavates the guiding significance of the idea of seeking truth for the development of responsibility education. At the same time, on the basis of the preliminary achievements of the research activities, the researcher has made a summary of practice and put forward the remaining problems, which provides enlightening and instructive thoughts and opinions for the subsequent research and practice.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G621

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