【作者】 朱晓留；

【导师】 徐天中；

【作者基本信息】 苏州大学 ， 教育， 2010， 硕士

【摘要】 中学生是祖国的未来和民族的希望,教育和培养好他们,是社会主义建设事业的奠基工程。二十一世纪的竞争归根结底是人才的竞争,而人才的思想道德素质从某种程度上讲比科学文化素质更重要。中学是道德教育的前沿阵地,担负着系统地对中学生进行道德教育的重要任务,是提升全民族道德素质的重要阶段。中学德育之所以能够在中学生的精神建构中发挥极为重要的作用,是因为中学德育本身就包含着一种深刻的人文智慧和人文精神,中学德育的过程,实际上就是为中学生提供丰富的人文关怀的过程。中学德育中的人文关怀是实现中学德育价值的逻辑起点。所谓中学德育中的人文关怀是指中学德育活动在强调思想性和理论性的同时,必须以德育自身的作用与规律为基础,增强人文关怀的教育理念和教育内容,在德育的教育设计和教育活动中,坚持以学生为本,尊重和理解学生,发挥学生的主体性,关心学生的社会成长,注重对学生的价值引导、个性培养、生活关怀、心理疏导、行为指导,帮助学生有效解决学习和生活中所遇到的理论和实际问题,促进中学生的全面发展、健康成长、顺利成才,为他们将来在社会生活和职业生涯中不断走向成功奠定坚实的基础。中学德育是培养人、塑造人、发展人、完善人的教育活动,要使这种教育活动能够真正有成效、有影响,人文关怀在其中具有非常重要的意义。第一,完善了中学德育的价值取向;第二,巩固了中学德育的人性基础;第三,提高了中学德育的现实效果等。从中学德育中人文关怀的现状来看,虽然取得了一定的成绩,但是由于定位偏颇的德育价值、知识定位的德育课程和僵化生硬的德育方法等原因,导致中学德育中还存在严重的人文关怀的缺失:理想化的德育目标,脱离了中学生的生活现实;宽泛化的德育内容,影响了中学德育的本质功能;简单灌输式的德育方法,忽视了中学生的主体意识等。因为德育中人文关怀的缺失,导致当前中学生中相当一部分人理想信念缺失、价值观念模糊、行为方式迷茫、精神支柱松动等。所以,中学德育中实施人文关怀不仅是必要的,而且是紧迫的。中学德育中实施和实现人文关怀,必须坚持和充分体现人本化原则、个性化原则、全面性原则、主导性原则和以身作则原则等。中学德育中人文关怀的内容主要有尊重中学生的主体地位、建构中学生的精神家园、重视中学生的合理需要、注重中学生的素质发展。中学德育中实现人文关怀的主要途径。第一,探索中学德育人文关怀的教育模式:丰富德育课程人文关怀的教学内容、强化情感教育人文关怀的教学方法、坚持体验教学人文关怀的发展方向和推动人文关怀教育途径的生活化;第二,提升中学德育教师人文关怀的基本素养:增强德育教师人文关怀的教育理念、拓展德育教师人文关怀的知识结构和提高德育教师人文关怀的教育能力;第三,构建中学德育人文关怀的评价机制:确立德育人文关怀的评价理念和构建德育人文关怀的评价机制等。更多还原

【Abstract】 Middle school students are the future and hope of the nation. Educating and cultivating them is the foundation project of socialist construction. In the final analysis, competition in the twenty-first century is the talent competition, and moral qualities of these talents are more important than the scientific and cultural qualities to some extent. Middle schools are the forefronts of implementing moral education, where middle schools bear the systematically important tasks of moral education. This is also an important stage for students to improve their moral qualities. The reason why moral education in middle schools plays a very important role in the spirit of construction is that moral education itself involves a profound human wisdom and human spirit. The process of moral education is, in fact, to provide a rich humanistic care for students. Thus, human care in middle schools in moral education is a logical starting point of realization of moral education.The so-called human care in moral education emphasizes moral education activities ideologically and theoretically, while the role of moral education must be the basis and laws, and it enhances the educational concept and content of human care. In the case design and activities in moral education, we adhere to the student-centered principle, respect and understand students, and play the subjectivity of students. Meanwhile, we are concerned about the social development of students, focusing on the guidance of students’values, their personality development, the care for their daily life, psychological counseling and behavior guidance, thus to help students solve the theoretical and practical problems they meet with in their study and life, to promote the overall and healthy development of students, and to lay a solid foundation for success in their future social life and career. Moral education is a kind of educational activity in which we train students, shape students, develop students, and improve students. To make this truly effective and influential, human care is of great significance. First, it improves the value orientation of moral education. Second, it consolidates the human nature of moral education. Third, it improves the real effects of moral education.As far as the current situation of human care in moral education in the middle school, though some achievements have achieved there still exists serious human care missing because of the orientation bias of moral value, moral courses oriented by knowledge and the rigid moral methods. For example, the idealized goal of moral education neglects the real life of middle school students; broad moral content influences the essential function of moral education; simple moral indoctrination approach ignores the subjective consciousness of middle school students and so on. For lack of moral education in human care, considerable part of the current high school students are in the absence of ideals and beliefs, having vague values and confused behavior, loosening spiritual pillar and so on. Therefore, the implementation of moral education in the human care is not only necessary but also urgent.In the process of conducting the moral education and realizing human care in middle school, we ought to persevere in the principle of people oriented, personalized, full-scale, leading and teaching by personal examples etc. The content of human care includes showing respect for the predominant status of students, constructing the spiritual home for students, minding their proper needs and focusing on the development of students’qualities.The main approaches to realizing the human care are as follows: firstly, we ought to explore the model of education of the human care; enrich the teaching content of the moral education on the issue; strengthen the teaching methods of emotions education; persist in the direction of teaching by experiencing and push the life-oriented teaching of human care.Secondly, raise the fundamental qualities of human care among middle school teachers; enhance teachers’teaching ideas about this issue; expand the knowledge structure and improve the teaching abilities of human care.Thirdly, construct the evaluation mechanism of human care on moral education, that is, establish the evaluation idea and construct the evaluation mechanism of human care.更多还原