我国青少年道德教育的实效性研究
摘要
道德是伴随人类社会发展而产生的一种社会现象，它通过一定的善恶标准调整人与人之间、人与社会之间，以及人与环境之间关系的行为规范的总和。道德问题需要依靠道德教育得以解决。当前，我国正处于深刻的社会转型期，随着科技的高速发展和经济的突飞猛进，人们的价值观呈多元化发展趋势。与此相对应，我国的道德教育也面临着前所未有的困惑和挑战。从我国道德教育的实践来看，道德教育现代化的步伐明显滞后于社会的发展，其原因主要表现在：道德教育目标取向与受教育者认知发展的水平和特点脱节，淡化以至忽视了受教育者个体利益的合理性。另外，道德教育的目标与受教育者的生活世界相脱离，从而使目标与现实之间存在一条难以沟通的屏障；道德教育内容过于保守，囫于传统道德规范的框架，没有突破先在的传统德育视野，缺少时代感。德育内容大多是以绝对真理的形式呈现给受教育者的，不利于对受教育者道德批判能力的培养。重义务轻权利是当前德育内容普遍存在的现象，这恐怕也是德育效果不高的主要原因；德育方法主要以硬性灌输为主，强调受教育者对于道德知识和规范的掌握，但却忽视对道德教育对象主体性的尊重和道德情感的培养，缺少对于受教育者道德行为的有效评价和导引，以至使受教育者的道德认识和道德行为相脱节，这是导致道德教育实效性低下的内因。随着我国社会主义市场经济的深入发展，社会上拜金主义、利己主义趁势抬头，潜移默化地影响着青少年的价值取向，成为制约学校德育效果的外在因素。
当前道德领域首要解决的问题是构建与我国社会主义市场经济相适应的道德教育体系，对我国的道德根基做深层次的反思，积极吸收国外道德教育的文明成果，走出我国道德教育的理论和实践误区，使我国道德价值取向由神圣走向世俗，真正步入每一个人的生活世界；道德教育内容应坚持民族性与世界性相统一、传统性与现代性相协调、基础性与崇高性相融合；在道德教育方法上，做到灌输与渗透相结合、教书与育人相结合、他律与自律相结合；在德育评价方法上要注意挖掘评价本身的人文意义；努力营造良性的道德教育社会环境，实现心理与道德一体化的健全人格教育目标。
Morality is a kind of phenomenon which accompanies with the development of the society, and which adjusts the relationship between man and man, man and society, and man and environment by certain good and evil standard. The solution of moral problem depends on moral education. Nowadays our moral education is confronting unprecedented perplexity and challenge. In light of the practice of our moral education, the modernization of moral educational obviously leaves behind the development of the society. The followings are the reasons. The goal of moral education separates from the students' cognitive development level and characteristics, and even neglect the rationality of the individual benefits. Moreover, the goal disjoints the students' living world and makes emerge a gap between target and reality; at the same time the content of moral education is over-conservative and can not breakthrough the perspective of traditional moral education. The content is often showed in the form of absolute truth, which is d
isadvantageous to develop the ability of moral judgment. The method of moral education mainly employs indoctrination and neglects the respect for the students' corpus and feelings, and lacks effective evaluation and instruction, which is the intrinsic cause of low result of moral education. With the development of the market economy, money worship and egoism also imperceptibly affect the teenagers, which is the outside cause of limiting the result of moral education.
Now the foremost problem to solve in moral realm is to set up moral education system matching our socialism market economy, and to reflect our moral groundwork, and to absorb the civilization results of foreign moral education, and to get rid of our mistaken area in moral theory and practice. Make our moral education align sacredness with custom, and enter each individual's living world; make moral contents unify race and world, harmonize tradition and modernity, fuse foundation and greatness; make moral methods combine indoctrination with permeation, combine teaching with cultivation; and create good moral education environments, and realize the integration of mentality and morality in sound educational goal.
当前道德领域首要解决的问题是构建与我国社会主义市场经济相适应的道德教育体系，对我国的道德根基做深层次的反思，积极吸收国外道德教育的文明成果，走出我国道德教育的理论和实践误区，使我国道德价值取向由神圣走向世俗，真正步入每一个人的生活世界；道德教育内容应坚持民族性与世界性相统一、传统性与现代性相协调、基础性与崇高性相融合；在道德教育方法上，做到灌输与渗透相结合、教书与育人相结合、他律与自律相结合；在德育评价方法上要注意挖掘评价本身的人文意义；努力营造良性的道德教育社会环境，实现心理与道德一体化的健全人格教育目标。
Morality is a kind of phenomenon which accompanies with the development of the society, and which adjusts the relationship between man and man, man and society, and man and environment by certain good and evil standard. The solution of moral problem depends on moral education. Nowadays our moral education is confronting unprecedented perplexity and challenge. In light of the practice of our moral education, the modernization of moral educational obviously leaves behind the development of the society. The followings are the reasons. The goal of moral education separates from the students' cognitive development level and characteristics, and even neglect the rationality of the individual benefits. Moreover, the goal disjoints the students' living world and makes emerge a gap between target and reality; at the same time the content of moral education is over-conservative and can not breakthrough the perspective of traditional moral education. The content is often showed in the form of absolute truth, which is d
isadvantageous to develop the ability of moral judgment. The method of moral education mainly employs indoctrination and neglects the respect for the students' corpus and feelings, and lacks effective evaluation and instruction, which is the intrinsic cause of low result of moral education. With the development of the market economy, money worship and egoism also imperceptibly affect the teenagers, which is the outside cause of limiting the result of moral education.
Now the foremost problem to solve in moral realm is to set up moral education system matching our socialism market economy, and to reflect our moral groundwork, and to absorb the civilization results of foreign moral education, and to get rid of our mistaken area in moral theory and practice. Make our moral education align sacredness with custom, and enter each individual's living world; make moral contents unify race and world, harmonize tradition and modernity, fuse foundation and greatness; make moral methods combine indoctrination with permeation, combine teaching with cultivation; and create good moral education environments, and realize the integration of mentality and morality in sound educational goal.
引文
1．[法]爱弥尔．涂尔干：道德教育[M]．上海人民出版社2001．3．
2．[英]彼得．朗：情感教育的国际透视[M]．朱小蔓主编：道德教育论丛(1)南京师范大学出版社．2000．
3．班华：现代德育论[M]．安徽人民出版社，2001．2．
4．黄向阳：德育原理[M]．华东师范大学出版社，2000．11．
5．鲁洁：德育社会学[M]．福建教育出版社，1998．8．
6．樊浩：中国式道德教育的价值结构与运行原理[M]．朱小蔓主编：道德教育论丛(1)南京师范大学出版社．2000．
7．鲁洁．道德教育：一种超越[M]．朱小蔓主编：道德教育论丛(1)南京师范大学出版社．2000．
8．罗国杰：道德教育与价值导向[M]．教育科学出版社，2000．2．
9．潘菽：教育心理学[M]．人民教育出版社，1983．7．
10．戚万学：冲突与整合[M]．山东教育出版社，1995．3．
11．檀传宝：学校道德教育原理[M]．教育科学出版社，2000．4．
12．夏卫东：道德的历史与现实[M]．教育科学出版社，2000．2．
13．张华：论道德教育向生活世界的回归[M]．朱小蔓主编：道德教育论丛(1)南京师范大学出版社．2000．
14．蔡春 扈中平 德性培育与制度教化[J]．华东师范大学学报(教育科学版)，2002．12．
15．曹喜田：WTO与思想道德教育[J]．教育发展研究，2002．3
16．崔景贵：国外青少年道德教育的走向及其启示[J]．外国教育研究．2002，(3)．
17．[俄]A．古谢伊诺夫：道德与市场[J]．新华文摘2000．2．
18．鲁洁：关系中的人：当代道德教育的一种人学探寻[J]．教育研究，2002，(1)．
19．李德显：思想品德课的改革轨迹及所面临的任务[J]．基础教育研究．1998．(2)
20．沈嘉棋：基础性道德情感的教育价值及其培育[J]．中国教育学刊．2002．4
21．檀传宝：学校道德教育二题[J]．中国教育学刊．2002．4
22．王冬桦：东西方道德教育比较研究[J]．比较教育研究．1996，(4)
23．薛晓阳：论相对主义伦理观及其教育意义[J]．外国教育研究2002．(3)．
24．叶澜：试析中国当代道德教育内容的基础性构成[J]．教育研究2001，(9)．
25．张人杰：若干德育问题经由比较后的发现[J]．华东师范大学(教育科学版)2002，(4)．
26．詹万生：中小学德育课程改革与创新[J]．教育研究．2003．(1)．
27．叶一航：论德育与心理健康教育的双相结合[J]．思想政治教育2002．(10)．
1．饭塚雄三．道德教育方法论研究[J]．道德教育．304．305号．2002．
2．wing On Lee, Moral Perspectives on Values, Culture and Education[M]．朱小蔓主编．道德教育论丛(1)．南京师范大学出版社．2000．
3. Hall,R.T. Moral Education: A Handbook For Teachers. Winston Press, Inc, 1979.
4. Hall, R. T. and Davis, J. U. Moral Education in Theory and Practice. 1976.
5. Mclean, G.F. et al. Act and Agent: Philosophical Foundation For Moral Education and Character Development. University Press of Amarica, 1986.
6. Scharl, P. Moral Education. Responsible Action, 1978.
2．[英]彼得．朗：情感教育的国际透视[M]．朱小蔓主编：道德教育论丛(1)南京师范大学出版社．2000．
3．班华：现代德育论[M]．安徽人民出版社，2001．2．
4．黄向阳：德育原理[M]．华东师范大学出版社，2000．11．
5．鲁洁：德育社会学[M]．福建教育出版社，1998．8．
6．樊浩：中国式道德教育的价值结构与运行原理[M]．朱小蔓主编：道德教育论丛(1)南京师范大学出版社．2000．
7．鲁洁．道德教育：一种超越[M]．朱小蔓主编：道德教育论丛(1)南京师范大学出版社．2000．
8．罗国杰：道德教育与价值导向[M]．教育科学出版社，2000．2．
9．潘菽：教育心理学[M]．人民教育出版社，1983．7．
10．戚万学：冲突与整合[M]．山东教育出版社，1995．3．
11．檀传宝：学校道德教育原理[M]．教育科学出版社，2000．4．
12．夏卫东：道德的历史与现实[M]．教育科学出版社，2000．2．
13．张华：论道德教育向生活世界的回归[M]．朱小蔓主编：道德教育论丛(1)南京师范大学出版社．2000．
14．蔡春 扈中平 德性培育与制度教化[J]．华东师范大学学报(教育科学版)，2002．12．
15．曹喜田：WTO与思想道德教育[J]．教育发展研究，2002．3
16．崔景贵：国外青少年道德教育的走向及其启示[J]．外国教育研究．2002，(3)．
17．[俄]A．古谢伊诺夫：道德与市场[J]．新华文摘2000．2．
18．鲁洁：关系中的人：当代道德教育的一种人学探寻[J]．教育研究，2002，(1)．
19．李德显：思想品德课的改革轨迹及所面临的任务[J]．基础教育研究．1998．(2)
20．沈嘉棋：基础性道德情感的教育价值及其培育[J]．中国教育学刊．2002．4
21．檀传宝：学校道德教育二题[J]．中国教育学刊．2002．4
22．王冬桦：东西方道德教育比较研究[J]．比较教育研究．1996，(4)
23．薛晓阳：论相对主义伦理观及其教育意义[J]．外国教育研究2002．(3)．
24．叶澜：试析中国当代道德教育内容的基础性构成[J]．教育研究2001，(9)．
25．张人杰：若干德育问题经由比较后的发现[J]．华东师范大学(教育科学版)2002，(4)．
26．詹万生：中小学德育课程改革与创新[J]．教育研究．2003．(1)．
27．叶一航：论德育与心理健康教育的双相结合[J]．思想政治教育2002．(10)．
1．饭塚雄三．道德教育方法论研究[J]．道德教育．304．305号．2002．
2．wing On Lee, Moral Perspectives on Values, Culture and Education[M]．朱小蔓主编．道德教育论丛(1)．南京师范大学出版社．2000．
3. Hall,R.T. Moral Education: A Handbook For Teachers. Winston Press, Inc, 1979.
4. Hall, R. T. and Davis, J. U. Moral Education in Theory and Practice. 1976.
5. Mclean, G.F. et al. Act and Agent: Philosophical Foundation For Moral Education and Character Development. University Press of Amarica, 1986.
6. Scharl, P. Moral Education. Responsible Action, 1978.