对德育主体及其作用的几点认识

2002612JournalofEducationScienceofHunanNormalUniversityVol1No2Jun,2002檀传宝(北京师范大学教育科学学院,北京100875):德育主体就是在德育过程中以充分注意道德学习主体性发挥为自己道德教育活动最大主体性目标的德育工作者教师人们对于德育主体的认识大体可以归纳为权威主义中立主义和调和主义三种立场对德育主体作用的正确认识至少应当包含以下几点:第一,德育主体之主体性发挥的核心是学习主体道德学习的主体性发挥;第二,德育主体的价值体现在对学生道德成长的引导上;第三,德育主体的主体性发挥的关键之一是如何处理价值引导和尊重学生之间的关系:德育主体;新保守主义;中立主义:G410:A:16716124(2002)020005041.??2080,,()(,),,,,,,,,,,:,,,;,,,2.,,:,,,,,5:20020301:(1962),,,,(),,,,,,,,,,:;[1](P877),,,,,,,()(),,,,:;,1.,:,;,;,(礼论),,,,?,?(修身),,,(大略),,,;,,(),(大略),(修身),,,[2](P56),,,[3](P95):,;,,,,[4](P7),[5](P155),,,2.,,,(Laurence.Stenhouse)6,,,,[6](P286);,,,,[6](P40),,,,(theneutralrole);;,[3](P197),,,,:,,,[8](P464),3.,,,,:,,[9](P362),,,,[10](P227-228),,;,;;,,[11](P13),,,[9](P5-6),[9](P384),,:,;,,,,,,,,,,:[12](P148),,;,,:,[13](P189-190),,,7:,,,,,,:,,,,,()[4](P6),,,,,,:,,,[14](P90),:;;,;;[15](P386),,:,,,,,,,,,,,,,,,(),,,,:[1],.[M].:,1994.[2].[M].:,1980.[3].[M].:,1985.[4].[M].:,1988.[5]Durkheim,E.MoralEducation[M].NewYork:FreePress,1961.[6]Raths,L.,Harmin,M.,andSimon,S.ValuesandTeaching.Columbus,Ohio:Merrill,1978,2nd.[7]Downey,M.,andKelly,A.V.MoralEducation:TheoryandPractice.HarperandRowLtd,1978.[8].[C].:,1989.[9],.[C].:,1981.[10].[M].:,1991.[11].[M].:,1990.(25)8?,,,,,,2.,,:(1),,,,,(2),(3),,(4),,,DisjunctionBetweenEQandIQ:theFall-trapofOurEducationZhengXiFu(CollegeofEducationScience,SouthChinaNormalUniversity,Guangzhou,Guangdong510630,China,)AbstractOnegeneraldefectofmoderneducationishelpingemblementsgrowthroughpullingthem.ItcausesdisjunctionbetweenEQandIQ.Teachingandlearningnewwordsinkindergarden,prematureentranceinprimaryschool,juvenileclassinuniversityandsoon,Theyallarephenomenaofhelpingemblementsgrowingthroughpullingthem.Theaftereffectisthatstudentsdevelopsocialunsuitability.ThemainreasonsofdisjunctionbetweenEQandIQare,researchersmisleading,thedefectsofexamsystem,andpeoplesmisunderstandingofcountryseducationalpolicy.KeywordsdisjunctionbetweenEQandIQ;helpingemblementsgrowthroughpuclingthem;effectinthenearfuture(8)[12]Downey,M.&Keuy,A.V.,MoralEducation:TheoryandPractice..[M].:,1995.[13]Wilson,J.ANewIntroductiontoMoralEducation,CassellEducationalLimited,1990.[14]Beck,C.AModelofDialogueforDemocraticMoralEducation:TheoryandPractice.PresentedattheAnnualMeetingoftheA.M.E.,Athens,Georgia,November8,1991.[15],.[M].:,1997.OntheRoleofTeacherastheSubjectofMoralEducationTanChuanbao(CollegeofEducationalScience,BeijingNormalUniversity,Beijing100875,China)Abstract:Thesubjectofmoraleducationfallstotheeducator,theteacher,whointerpretsthemainobjectiveofmoraleducationasthesufficientattentiontostudentsinitiativeperformanceduringtheprocessofmoraleducation.Knowledgeaboutthesubjectofmoraleducationisgenerallyclassifiedintothreetypesasauthorativism,neutralismandregularism.Properunderstandingofitusuallycontainsatleastpointslistedbelow.Firstly,thekernelofthesubjectsinitiativeperformanceistobringstrudentssubjectivitytofullplayinmoralstudy.Secondly,thevalueofthesubjectisrepresentedbytheguidancetostudentsmoraldevelopment.Thirdly,oneofthekeystothesubjectsinitiativeperformanceishowtodealwiththerelationshipbetweeninstructiononmoralvalueandrespecttostudents.Keywords:subjectofmoraleducation;newconservatism;neutralism25