【作者】 尚靖君；

【导师】 杨兆山；

【作者基本信息】 东北师范大学 ， 教育学原理， 2013， 博士

【摘要】 道德教育作为一种旨在发展人、塑造人、促使人更好地成为人的活动，是提高人的本质规定性的教育，也是最能体现出教育魅力的一项事业。然而，当下的学校道德教育疲软无力有目共睹，正处于前所未有的窘境，改革势在必行。生活是道德教育的基础，道德教育要回归生活，但在回归的过程中存在很多的问题与不足。道德教育到底要回归什么样的生活、怎么回归生活是一个重要的研究课题。基于目前在理论上的争议与实践上的不足，笔者认为：道德教育本就是一种生活。探讨道德教育与生活的关系，不外乎探讨道德教育与社会其他生活及其与整体的生活的关系。构建道德教育的生活性，就是要实现学校道德教育向现实道德生活世界的回归，并在此基础上，将可能的道德生活转化为现实的道德生活，从而构建一个不断发展着的道德生活世界，从而彰显生活的主体性、整体性、实践性和生成性。学校道德教育生活性的前提，是现实的生活世界；其目标是培养具有道德实践力的人；其内容是现实立场与批判精神；其过程是“外塑”与“内生”的协同；其方法是“知行统一”。生活是一个历史的过程。传承历史才能开创未来。中国传统道德教育十分关注人的道德生活与其他生活之间的联系，从“格物、致知”到“修、齐、治、平”，以塑造理想人格为核心的中国古代道德教育在目标、过程、内容、方法等方面都与现实生活须臾不离，重视在日常生活之中实现人格的完善。但随着古代社会的没落，道德教育也日渐流于空泛，道德理想的“乌托邦”色彩造成其与社会生活的日渐疏离。中国道德教育需要扬弃古代儒家教育传统，建构富有时代性的道德教育。道德教育生活性的构建，基于当前道德教育与生活之间的疏离，其生活性被消解。社会转型时期本位价值的真空状态与发达国家社会思潮影响的作用叠加，造成道德教育的现实困境，道德教育不能有效改善人的道德生活，其自身存在的合理性受到质疑。这就需要重建学校道德教育的生活性，将具有生活性的道德教育作为人的道德培养之基。构建学校教育的生活性，首先需要做观念层面的反思，从目的观、过程观、和方法论三个方面重构学校教育的生活性内涵。其次要加强道德教育内容的实践性，消解当代学校道德教育的“知识论”弊端，赋予其生活性内涵。第三，创设当代学校道德教育生活空间，通过生活对学生实施道德教育是学校道德教育社会化的重要途径，也是对学校教育全方位发展提供了生活化空间和条件。第四，搭建学校道德教育实践平台，实现学校道德教育同家庭德育、社会德育的紧密结合。批判本身并不是学术研究的最终目的。促进个体和学校道德水平整体提升才是研究的价值旨归。首先，需要对当代学校道德教育改革与发展的现实问题予以梳理，并对相关理论进行前提批判；其次，要对学校道德教育的“生活”立场予以阐释；最后，要对学校道德教育改革的具体路径展开探索性尝试，并在应然与实然的博弈中做出最佳路径抉择。本文基于生活向度所持有的人本立场、实践立场和本土立场，对道德教育予以关注，强调学校道德教育整体性建构的重要意义，强调整体性的学校道德教育对培养整体性人的重要意义。更多还原

【Abstract】 Moral education, as a kind of activity aimed at developing people, shapingpeople, making people become better people, is to improve the education of people’sessential stipulation, and also is a career which can best embody the charm ofeducation. However, today’s school moral education is weak, therefore is in theunprecedented predicament and is imperative to be reformed.Life is the foundation of moral education. Moral education should return to life.But there are a lot of problems and deficiencies in the process of returning. What kindof life moral education should return to, how to return to life, it is an importantresearch subject. Based on the controversy in theory and the lack of practice, theauthor thinks the following:Moral education is a kind of life. To discuss the relationship between moraleducation and life is to explore moral education and other social life and itsrelationship with the whole life. To build life characteristics of moral education is torealize the return of the school moral education to real life world, and on this basis, letthe possible moral life into the reality moral life, so as to build a continuousdevelopment of the moral life of the world, to highlight the subjectivity, integrity,practical and generative of the life. The premise of life characteristics of school moraleducation is the realistic life world. Its goal is to cultivate people with moral practice;its content is based on the realistic stance and critical spirit; its process is "outside"and "endogenous" coordinated development; its method is the "unification betweenthe known and practice".Life is a historical process. Only history inheriting can create the future. Chinesetraditional moral education pays close attention to people’s moral life and theconnection between the other lives. In ancient China, moral education never leavesthe real life, pervading from the target, process, and contents, to methods, etc. Itattaches great importance to the perfection of personality in daily life. But with the demise of the ancient society, moral education has become vague. Moral educationneeds to sublimate ancient traditional Confucian education, and construct the modernmoral education.Building life characteristics of school education bases on the current moraleducation far from life, with its life characteristics reduced. In the period of socialtransformation, standard value is ignored coupled with the influence of socialthoughts of developed countries, causes the dilemma of moral education. Moraleducation cannot effectively improve people’s moral life with its rationality ofexistence being questioned. Therefore, it is desirable to rebuild the life characteristicsof school moral education and let life characteristics of moral education be the basisof moral cultivation.To build life characteristics of school education, we first need to do somemeditation on the concept level, and reconstruct the connotation of life education inschool from the objective perspective, the process perspective and the methodologyperspective. Secondly, we should strengthen the school moral education contentpracticality, dispel the contemporary school moral education theory of "knowledge",and endow it with the connotation of life. Thirdly, we should create living space forcontemporary school moral education. Giving students moral education through life isan important way of promoting the socialization of school moral education, and alsois an overall development on school education providing living space and conditions.Fourthly,we should construct platform for school moral education practice, and makethe school moral education with family moral education and social moral educationbond tidy.Criticism in itself is not the final purpose of academic research. Promotingindividual and school moral level as a whole is the ultimate value research. First, weneed to comb the contemporary school moral education reform and development ofpractical problems, and criticize the related theory premise; second, interpreting the"life" position of the school moral education is needed; finally, we need to take on thespecific path of school moral education reform in exploratory attempt to make thebest path choice.Paying attention to moral education, this paper is based on humanistic position, practical position and local positions, emphasizing the construction of school moraleducation significance, and the integrity of the importance of moral education tocultivate integrity of people.更多还原