【作者】 尹伟；

【导师】 陆有铨；

【作者基本信息】 华东师范大学 ， 教育伦理学， 2011， 博士

【摘要】 受科学主义思潮和回归生活思想等方面的影响,目前道德量化评价在我国中小学道德教育中得到了广泛的运用。在实践上,它能将道德教育的“软任务”变成所谓的“硬指标”,从而能够“客观”地反映学生的道德状况和道德教育的成效,并对维护学校纪律和进行课堂控制起到一定的积极作用。然而,道德量化评价却不能有效地促进学生的道德发展。相反,还有可能会导致一些不良后果：它易使学生将追求道德分数当作道德教育的目的,把道德当工具,从而误解道德的本质；产生伪善行为,不利于培养学生健康的独立人格。同时,它也可能导致学校道德教育追求短期效应,易使学校道德教育简单化和浅薄化,不利于共同致力于学校道德教育,等等。道德量化评价主要是建立在行为主义心理学基础之上的。教师通过道德量化评价对学生的预期行为进行控制,即只有学生表现出教师所期望的行为时,才能获得以道德分数方式呈现出的肯定性评价。这种控制可能对学生的行为习惯养成和纪律教育有某种积极意义,尤其是在矫正年幼学生的不良行为习惯方面甚至可能取得立竿见影的效果,但控制是无助于学生道德发展的。因此,道德量化评价在道德教育中的流行,实乃误解了它在道德教育中的作用。作为一种道德教育方法,道德量化评价有悖于道德的本质特征。道德是“出乎道德”与“合乎道德”的统一,亦即评价一种行为是否为道德行为,不仅要看行为本身是否“合乎道德”,更重要的是必须省察主体的行为动机是否“出乎道德”。同时,只有意志自由的行为才能接受道德评价。但是,道德量化评价却将所有“合乎道德”的行为都赋予了道德价值,而忽略了对其意志是否善良的省察。另一方面,学校道德教育旨在使学生过完满的生活。因此,道德教育应引导学生对德性生活的向往和构建,培养学生健康的独立人格,帮助学生学会共同生活,而不是基于道德分数的算计和得失。因此,作为一种外部强化手段,道德量化评价并不能有效地促进学生的道德发展,达成学校道德教育的目的。倘若道德教育将它推到愈高的位置,那么就离道德教育的目标愈远。这样一来,在学校道德教育中,学校和教师应摒弃和超越作为外部控制手段的量化评价方式,采取合格性评价,正确厘清道德的边界,并实现道德评价的重心由“评学”向“评教”的转变。更多还原

【Abstract】 Mainly influenced by the scientism and the thought of "back to life", moral quantitation evaluation (MQE) is applied in primary and secondary school’s moral education widely in China. MQE would turn the "soft task" to the "objective index" which reflects students’moral condition and the achievement of moral education, and so it is positive to the school’s discipline and classroom management. But MQE does nothing good to the moral development of students; to the contrary, it may lead some bad results. For example, because of the misunderstanding the nature of morality, students may take moral scores as the goal of moral development, and take moral as the tool to achieve high marks. As a result, students become hypocritical and it’s difficult to develop their independent personality. Meanwhile, the educators may pursue some short-term educational goals, and it makes the moral education becomes simplified and superficial. All of that do no good for the moral education.MQE depends on the theory of behavioral psychology. The teachers would control the students’anticipated actions by using MQE. The reason is that students cannot get positive evaluation which is presented as moral scores, unless their behaviors are exactly anticipated by the teacher. The control itself may be positive to the students’everyday behavior and regulation, especially in correcting the wrong deeds of pupils, but it is not helpful to their moral development in any sense. It is proposed in this thesis that MQE is misunderstood and misused in moral education, though it is widely applied and thought to be effective.As one of moral education methods, MQE is not in accordance with the basic characteristics of moral. Moral has at least two meanings. The first, the behaviors are commanded by the moral needs of doer. The second, the behavior is in accordance with the moral standards. Other words, when we judge the behavior is moral or not, we should not only judge it by the moral standards, but also judge it by the moral motivation. MQE takes the behavior in accordance with moral standards as moral behaviors absolutely neglecting the moral motivation. It is proposed in this paper that of standards is over-valued, considering that the goal of education is to bring students a better life. Moral education should put more importance in leading students to aspire to and construct their moral life, developing their healthy independent personality and helping them to learn how to live together; rather than pay more and more attention to moral marks.As a means by the external control, MQE is not an effective tool for students’ moral development, or an effective way to the goal of moral education. The more importance it kept in moral education, the further moral education deviates from the goal. MQE should be abandoned and exceeded as a way of outer-control in school moral education. Hence educators should adopt qualification assessment, clarify the boundary of moral, and pay more attention to the teacher evaluation, rather than on the student evaluation.更多还原