论非连续性教育思想与学校德育创新——兼论中国传统蒙学中的非连续性教育思想
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摘要
德国教育哲学家和教育人类学家博尔诺夫基于存在哲学提出的非连续性教育思想认为,学生并非总是按照预定的路线或规律发展,学生的发展是偶然的、顿悟的、不规律的、非理性的,是一种非连续性变化,这与中国传统蒙学中的朴素的非连续性教育思想与观点不谋而合。将非连续性教育思想应用于德育实践以实现德育创新,一是在德育过程中要创生"顿悟现象"和"酝酿效应";二是在德育内容方面要积极利用"危机"、"遭遇"与挫折,化危机为转机与契机;三是在德育环境的营造上要注重物质环境与人文环境的相得益彰;四是在德育形式、方法和评价上要善于利用"告诫"和"唤醒"以及因材施教、榜样示范、情感激励和冲突缓解等方法,要注重过程性评价。非连续性教育思想有积极的理论价值与实践意义,也有局限性,要辩证、适时、适度地应用,以实现我国学校德育创新和德育效果的最优化。
Non-continuous education thought,based on existential philosophy and put forward by Germanphilosopher of education and educational anthropologist Otto Friedrich Bollnow,considers that students grow in anaccidental,insight,irregular,irrational way,instead of following the predetermined routes or rules. This discontinuouschange coincides with the simple non-continuous education thoughts and opinions of traditional Chinese enlightenmenteducation. There are four key points when the non-continuous education thought is applied to moral education practice torealize the innovation of school moral education:first,creating "epiphany phenomenon" and "brewing effect" in the moraleducation process;second,taking advantages of the crises,troubles and setbacks in terms of moral education content,then transforming crises into opportunities;third,paying attention to the combination of physical environment with thecultural environment when we create the moral educational environment;fourth,in terms of the moral education forms,methods and evaluation,making best of "caution" and "awakening",personalized teaching,exemplary models,emotional motivation and conflict mitigation,then focusing on the process of evaluation. Applying non-continuouseducation thought to the reform and practice of moral education has positive theoretical significance and practical value.However,it also has its limitations. In order to achieve the innovation and the optimization of moral education,thenon-continuous education thought should be used in a dialectical,timely and appropriate way.
Non-continuous education thought,based on existential philosophy and put forward by Germanphilosopher of education and educational anthropologist Otto Friedrich Bollnow,considers that students grow in anaccidental,insight,irregular,irrational way,instead of following the predetermined routes or rules. This discontinuouschange coincides with the simple non-continuous education thoughts and opinions of traditional Chinese enlightenmenteducation. There are four key points when the non-continuous education thought is applied to moral education practice torealize the innovation of school moral education:first,creating "epiphany phenomenon" and "brewing effect" in the moraleducation process;second,taking advantages of the crises,troubles and setbacks in terms of moral education content,then transforming crises into opportunities;third,paying attention to the combination of physical environment with thecultural environment when we create the moral educational environment;fourth,in terms of the moral education forms,methods and evaluation,making best of "caution" and "awakening",personalized teaching,exemplary models,emotional motivation and conflict mitigation,then focusing on the process of evaluation. Applying non-continuouseducation thought to the reform and practice of moral education has positive theoretical significance and practical value.However,it also has its limitations. In order to achieve the innovation and the optimization of moral education,thenon-continuous education thought should be used in a dialectical,timely and appropriate way.
引文
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(1)德育形式是在博尔诺夫的非连续性教育形式的基础上提出的,即告诫、召唤和唤醒。
[2][3][7][8][9][10][11][12][13][15][16][19][20]
[23]O·F·博尔诺夫.教育人类学[M].上海:华东师范大学出版社,1999.56、8、56、62、62、64-65、58、41、87、39、40、51、65、12.
[4]唐春红.从复杂理论的视角审视教育的非连续性[J].郑州大学学报(哲学社会科学版),2007,(4).
[5]陈琦,刘儒德.当代教育心理学[M].北京:北京师范大学出版社,2011.157.
[6][17][22]郑红峰.中华蒙学大全[M].吉林:吉林出版集团有限责任公司,2015.329、2、321.
[14]黄钊.中国德育思想史(上)[M].北京:中国社会科学出版社,2011.92.
[18][21][25][26][27]刘俊田,等.四书全译[M].贵州:贵州人民出版社,2008.228、71、174、94、16.
[24]黎靖德.朱子语类(八)[M].北京:中华书局出版社,1986.2978.
[28]颜之推.颜氏家训[M].北京:中国华侨出版社,2014.36.
(1)德育形式是在博尔诺夫的非连续性教育形式的基础上提出的,即告诫、召唤和唤醒。