【作者】 陈晓龙；

【导师】 王岗峰；

【作者基本信息】 福建师范大学 ， 教育， 2002， 硕士

【摘要】 进入二十一世纪的中国教育正在进行全面改革以最大限度适应社会发展，其中，以贯彻素质教育为核心的中小学教育改革尤其受到社会的重视。素质教育的核心内容就是要提高学生的素质水平，但是我国学校德育现状却令人担忧。我们学校德育形式主义严重，在思想方法、思想作风和工作方式、工作方法上片面追求德育表面形式，不注意德育实际效果。随着时代发展，特定的道德意识内涵需要相应的教育形式，西方的心理教育不知为一种可以借鉴的形式。本研究试图从形式和内容的角度来考察道德教育和心理教育在实践中的整合，以期增强学校思想政治教育的实效性。全文分三个部分： 第一部分提出了道德教育和心理教育领域存在的六个形式主义问题。 第二部分从三个方面分析了道德教育和心理教育相互关系的历史回顾和发展趋势。一是从古代伦理道德来看心理教育的本土渊源；二是当代心理学界价值中立态度导致心理教育忽视道德内容；三是德育和心育的辩证关系奠定了二者整合的理论基础。德育和心育存在着区别和联系。存在区别，才有整合的必要性；存在联系，才有整合的可能性。 第三部分探讨道德教育和心理教育在实践中的整合。在中国现代化浪潮中特定的道德内容需要有特定和有效的教育形式、方法、途径和策略。二者在实践中有以下四种整合形式：1、传授性教育——学科教学模式；2、养成性教育——活动训练模式；3、疏导性教育——生活辅导模式；4、渗透性教育——环境熏陶模式。 道德的产生是为了人美好的生活，而不是对人进行不必要的干预。道德教育应该尊重生活，创造生活，从生活出发，而不是从规范出发，只有植根于现实生活世界，道德教育才能具有深厚的基础和强大的生命力。道德教育和心理教育在形式上的整合正是体现了这一趋势。教育的根本是要使人成为人，一个在将来世界中能生活得更好的人。更多还原

【Abstract】 A comprehensive reform in China’s education towards the 21st century is being undertaken to it in with social development, and, in particular, the quality-oriented reform in elementary and secondary schools has been shown special concern for. The core of quality-oriented education is to improve students’ overall quality. Mora education in china, however, is quite worrying. With formalism dominating moral education, substantial effects are largely neglected as a result of unilateral concentration on formality in education. As society develops, the connotation of some specific moral awarenesses call for relevant forms of education. In view of this, some forms in psychological education in the West may yet be adopted. This research is intended to investigate the practical integration of moral education and psychological education in view of both forms and contents, in an effort to strengthen substantial results in school education. Three parts of this go as follows.Part I. This part puts forward six existing problems of formalism in moral and psychological education.Part II. This part analyses historically in three aspects the relationship between moral education and psychological education and their tendency of development. The first is to trace source of localism in psychological education from the point of ancient ethics and morality. The second is to psychologically view the objects of moral and psychological education. The thirdfocuses on how dialectical relationship of moral and psychological education provides theoretical foundation for the integration of the two. There exists differences between the two, which means necessity of integration, but meanwhile, there is connection, which provides possibility for integration.Part III. This part explores integration in reality. There is urgency for effective forms, methods and strategies in moral education under such specific circumstances in the wave of modernization in china. Four forms of integration are as follows.l.Impartment--subject teaching2.Cultivation--activities and training3.Direction--instructions in daily life4.1nfiltration--environmental influenceThe creation of morality is aimed for better life, not interference to life, Therefore, moral education should be regarded as such that is based on life and shows respect for life, not to be formalized by stiff dogmas. Only when rooted deep in reality shall moral education stand on solid foundation and possess strong power, and the integration of moral and psychological education, in this sense, does represent such trend. The final aim of education is to enable receivers to be themselves, those to dominate their life.更多还原