道德判断的从众性与前在性对道德接受的作用
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摘要
道德判断中的积极从众心理及学生在接受正式的道德教育之前已具备的前在性道德中的积极因素会促进道德接受,而盲目从众心理及前在性道德中的消极因素则会阻碍道德接受。在道德教育教学实践中,教师要充分重视这两个心理动因对于道德接受的影响作用,正确引导盲目从众心理,建设积极的从众氛围,同时,要合理利用有效的前在性道德,辨明并矫正错误的道德接受图式,提高学生的道德接受水平。
Positive conformity in moral judgment and positive factors in the morality students have already had before they receive the formal moral education will facilitate the moral acceptance,while blind conformity and negative factors in the already existing morality will impede the moral acceptance. Therefore,in the practice of moral education,teachers should pay full attention to the influence of these two psychological motives,correctly guide the psychology of conformity and construct a positive environment of conformity. And besides,they should reasonably use the positive preexistent morality,and make clear and rectify the wrong schema of moral acceptance to improve student's moral acceptance level.
Positive conformity in moral judgment and positive factors in the morality students have already had before they receive the formal moral education will facilitate the moral acceptance,while blind conformity and negative factors in the already existing morality will impede the moral acceptance. Therefore,in the practice of moral education,teachers should pay full attention to the influence of these two psychological motives,correctly guide the psychology of conformity and construct a positive environment of conformity. And besides,they should reasonably use the positive preexistent morality,and make clear and rectify the wrong schema of moral acceptance to improve student's moral acceptance level.
引文
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[2]张琼.道德接受论[M].北京:中国社会科学出版社,1995.58.
[3]刘云章.德育接受学[M].北京:新华出版社,1995.4-11.
[4]杜允.论从众心理对学校德育建设的助推作用[J].教学与管理,2012,(11):41-42.
[5]陈会昌,辛浩力,叶子.青少年对家庭影响和同伴群体影响的接受性[J].心理科学,1998,(3):264-265.
[6]李西顺.课堂“听话道德”之基本特征[J].教育科学研究,2011,(1):66-69.
[7]王敏.思想政治教育接受论[M].武汉:湖北人民出版社,2002.59.
[8]王芃,王忠军,李松锴.好人也会做坏事:有限道德视角下的不道德行为[J].心理科学进展,2013,21(8):1502-1511.
[9]徐继岭.道德理性与道德习惯:儿童道德教育中的矛盾探析[J].当代教育论坛,2009,(9):70-72.