作　　者： ;

机构地区： 深圳大学

出　　处： 《教育研究》 2005年第3期13-16,28共5页

摘　　要： 人的道德成长是在不断解决道德冲突的过程中逐步实现的。真实的道德冲突对人们提出明确的道德行为方面的要求，对他们的切身利益提出明确的挑战，因而蕴含直接的道德教育价值。虚拟道德情境不合有真实的道德冲突，也不必然导致道德行为。我国长期以来道德教育实效不佳的主要原因，就是虚拟道德教育占据了主导地位。在真实道德情境中恰当地设置道德7中突，必须分析其中预设的或生成的道德冲突中所隐含的道德价值取向，并有目的地对它加以利用、引导和控制；既要贴近学生的生活和经验，又要有目的地提升学生对生活的道德理解；要特别注意适合不同学生道德发展的需要，为他们自主参与道德活动留下足够的选择和发展的空间。 Human beings' moral development is gradually realized in the process of solving moral conflicts. Since such moral conflicts of authenticity always pose clear requirements for human beings' moral behaviors and challenge the vital interest of people involved, strong and direct values of moral education are thus included. However, virtual moral education does not have moral conflict of authenticity and does not inevitably result in moral behaviors, so the effect of virtual moral education relies on students' follow-up practice to a great extent. Therefore, it can be said that the virtual moral education is an incomplete, incontrollable and unpredictable process. The main reason for the unsatisfactory effect of moral education over the past long period of time lies in the predominant position of virtual moral education. In real situations, the proper arrangement of moral conflicts requires careful analysis of the orientations of values hidden in the prearranged or generated moral conflicts so as to utilize, guide and control over them on purpose. Such arrangement of moral conflicts should be adapted to students' life experience for deepening their understanding of the moral aspects in life. Special attention should be attached to the varied moral requirements of different students, thus leaving enough options and space for independent participation in activities of moral education.

关 键 词： 道德冲突 学生 真实 道德价值取向 道德行为 道德情境 教育价值 教育实效 主导地位 道德教育 道德发展 道德活动 自主参与 目的地 虚拟 生活 引导

分 类 号： [G641 D64]

领　　域： [] []