作　　者： ;

机构地区： 中山大学教育学院

出　　处： 《中山大学研究生学刊（社会科学版）》 2007年第2期142-146,共5页

摘　　要： 道德教育的起点,是教育者的富有主导意义的引导教育活动。道德教育可以从知情意行任一端来切入。鉴于道德认知规导道德情感,是道德意志和道德行为实现的基础,道德认知也是德育进行实施的载体和条件,因而在道德教育中从道德认知上的切入是最有关键意义的。传统德育无人化倾向和受教育自身在认知方面存在的一系列心理矛盾,使得传统的德育尤其应该在内容上改变过去理想化、政治化和脱离实际的缺陷,而应结合科学性和现实性,优化德育内容,尤其要把社会制度规范的教育引导到德育课堂,在顺应受教育者接受心理的同时更要超越他们的的接受心理,以引导他们的道德水平向更高方向发展。 The starting point of moral education is of leading meaning for educators. Moral education can be started from knowledge, sentiment, will or ability. Moral cognition leads moral feelings, will and behavior. And it＇ s also the carrier and premise of moral education implementation. So the moral cognition is the key to the implementation of the moral education. That the traditional moral education ignores students and their psychological contradictions in their own awareness makes traditional moral content idealistic, politicized and unrealistic. It should be implemented in conjunction with the scietificity and the reality. In response to students but also to go beyond their reception psychology, to guide them to a higher level of moral development.

关 键 词： 道德认知 接受心理 适应超越

领　　域： [文化科学] [文化科学]