【作者】 朱家安；

【导师】 杜时忠；

【作者基本信息】 华中师范大学 ， 教育学原理， 2008， 博士

【摘要】 进入新世纪,我国对德育理论和实践问题的关注被提到了新的高度。研究者不再停留在对经典著作的注解和西方理论的传递和解释上,而是立足于新世纪的教育现实和社会现实,尝试进行系统性的本土德育理论探索和建构;实践工作者也不再停留在“晓之以理、动之以情、导之以行、持之以恒”十六字方针上,而是基于主体性德育理论等新的理论成果,开始综合考虑教师和学生在德育中的地位及其相互作用。在此背景下,我们需要寻找新的路径,进行德育理论的系统研究,并努力建构具有指导意义的基本德育实践模式。本研究所要解决的核心问题是探明德育生态的本质和德育生态系统的要素、结构,过程和功能,建立德育生态论理论体系;在此基础上,建构出初步的德育生态实践模式。本研究的基本思路是基于我国以市场化、国际化、知识化和多元化为主要特征的社会背景以及当前建设和谐社会的要求,以生态论为理论基础,以德育生态为研究主题,从德育生态理论的系统建构和德育生态实践模式建构两个层面,结合理论探索和实证研究,建立初步的具有一定创新性的德育生态理论与实践体系。德育生态,指的是德育与其环境所形成的结构以及这种结构表现出来的功能关系。德育生态系统的基本要素是以教师为主体的社会道德建构、以学生为主体的个体道德建构、学校环境和社会环境。社会道德建构与个体道德建构共生共存;德育因素与学校环境因素和社会环境因素相互关联,构成德育生态系统的动态性整体结构。从系统的层次结构上看,德育生态系统包括秩序(传统、规范和制度)、关系(师生关系、生生关系和亲子关系)、意识(价值观和社会风气)三个层面。德育生态系统的过程,包括德育内容环境、能量流动、信息传递等方面,通过这些过程,德育生态系统将实现其以文化适应为本质的适应功能。德育生态系统的适应首先表现为德育系统对学校组织文化的适应,但其最终目标是对社会文化的适应。德育生态系统对社会组织的适应,体现为其对社会组织的同化和顺应,以及通过同化和顺应的不断展开而达到的动态平衡。我国德育生态存在的问题,通过当前学校德育面临的矛盾体现出来。“道德首位”与“德育无位”的矛盾,反映出德育生态系统中德育因素与学校环境因素关系的不协调。德育政治化与德育生活化的矛盾,反映出德育生态系统中德育因素的社会道德建构与个体道德建构两个基本方面的关联性的缺失。“德育万能”与“德育无能”的矛盾,反映出德育生态系统功能的应然状态与实然状态的背离。思想统一与价值多元的矛盾,和德育政治化与德育生活化的矛盾一样,反映出德育生态系统中德育因素的社会道德建构与个体道德建构两个基本要素的关联性的缺失。“大德育”与“小德育”的矛盾所反映出的仍然是德育生态系统中德育因素的社会道德建构与个体道德建构两个基本要素的关联性的缺失。培养臣民的传统德育与培养公民的现代德育的矛盾反映出德育因素与社会环境因素的不协调。规范化德育模式与主体性德育模式的矛盾,所反映出的仍然是德育生态系统中德育因素的社会道德建构与个体道德建构两个基本要素的关联性的缺失。德育高要求与德育低投入的矛盾,反映出德育生态系统中的德育因素与学校环境因素(其它各育)的不协调。学校“主渠道”与校外影响的矛盾,反映了德育生态系统-学校生态系统-社会生态系统的关联性的缺失。学校德育生态的根本问题是如何通过平等互动式道德建构,发挥德育生态系统的文化适应功能,从而实现德育生态系统的整体性动态平衡和可持续和谐发展。为了了解学校德育生态在秩序、关系和意识三个层次上的现状以及德育生态的适应功能的现状,我们使用《学校德育生态问卷》分别对学校教师和学生进行了调查。调查结果表明,在秩序、关系和意识三个层次上,学校德育面临的十大矛盾确实存在。初中生、高中生和教师的群体内差异不突出,但群体间差异显著。学校德育存在的问题,可能是由下列因素造成的:传统教育学观点导致对德育生态系统要素及基本结构认识的模糊,学校德育对社会秩序变迁的不适应导致德育规则和制度的缺陷,对师生的地位和作用的认识偏差导致对师生关系、生生关系把握的错位或缺位,对价值多元化认识的缺乏导致德育生态系统意识层次的矛盾,对德育功能认识的缺乏影响德育生态系统文化适应功能的发挥。针对学校德育生态存在的问题及可能的原因,在建构和谐德育生态的过程中,应采取如下策略或措施:社会道德建构与个体道德建构的共生共存,学校德育秩序的建构和德育制度的建设,道德生态系统中人际关系的改造和重建,多元化价值观的形成和学校德育内容的选择,德育生态系统文化适应功能的发挥。德育生态理论与实践模式的运用需要注意如下几点:正确理解并在实践中体现“以人为本”,重视德育制度的建设,重视养成教育,重视“公平正义”。更多还原

【Abstract】 In the new century, the problems of moral education theory and practice in China have been referred to a new level. Researchers have no longer stayed in the footnotes to the classic and transmission and interpretation of Western theory, but based on the education and social reality of the new century, tried to carry out the exploration and construction on systematic moral education theories of the local community. Workers have no longer practiced at the stage of "Instilling students by reasons, moving students by feelings, instructing students by actions and perseverance" 16-character principle, but on the new theoretical results, such as subjectivity of moral theory, have begun to consider the moral status and their interactions of teachers and students. In this context, we need to find a new path to carry out systematic research on moral theory, and make great efforts to construct the basic practical model of moral education with guiding significance.In this study, the core issue to be solved is to prove the nature of moral education ecology, and the elements, structure, processes and functions of moral education ecosystem, to establish theoretical system of Moral education ecological theory. On this basis, a preliminary practice model of moral education ecology should be made.The basic idea of this study is based on China’s current social background taking market, international, knowledgeable and diversification as the main features, as well as the current requirements of building a harmonious society. The theoretical basis is ecological theory and research topic is moral education ecology. From two levels of constructing the moral education ecological theory and practice model of moral education ecology, combined with theoretical and empirical studies, a certain preliminary innovative moral education theory and practice system is established.Moral education ecology refers to the structure formed from the moral education and their environment, as well as the functional relationships shown out from it. The basic elements of moral education ecosystem are the constructions of social moral with teacher-centre, the constructions of individual moral with student-centre, school environment and social environment. The constructions of social moral and individual moral coexist; and the interdependence among moral education factors, school environment factors and social environment factors form the whole dynamic structure of moral education ecosystem. Viewing of system hierarchy, moral education ecosystem includes three aspects: orders (tradition, standard and institution), relationships (teacher- student, student- student and parent-child), consciousness(value outlook and social ethos). The process of moral education ecosystem includes three aspects reflected as moral education material cycle, energy flow and information exchange. Moral education ecosystem should realize its adaptive function essentially by the cultural adaptation (acculturation) through the process. The adaptation of moral education ecosystem can be shown first as the one of moral education system to school organizational culture. But its ultimate goal is the adaptation to social culture. The adaptation of moral education ecosystem to social organization can be embodied by assimilation and conformance, as well as the entirety dynamic balance (dynamic equilibrium) through the process of assimilation-conformance.The problems of moral education ecology in China, is embodied by the contradictions facing current school moral education. The contradiction between "moral in the first place" and "moral education in no position" reflects the disharmony of the relationship of moral education factors and school environment factors in moral education ecosystem. The contradiction between politicization of moral education and life-orientation of moral education reflects the loss of relevance of two basic aspects that is the social moral construction and individual moral construction of moral factors in moral education ecosystem. The contradiction between "universal moral education" and "incompetent moral education" reflects the deviation between the ideal status and the real status of moral education ecosystem’s function. The contradiction between unified-thought and multi-value reflects the loss of relevance of two basic aspects that is the social moral construction and individual moral construction of moral factors in moral education ecosystem, just like the contradiction between politicization of moral education and life-orientation of moral education. The contradiction between "major moral education" and "minor moral education" still reflects the same as the former. The contradiction between the subject of traditional moral education and the citizen of modern moral education reflects the disharmony of moral education factors and social environment factors. The contradiction between standardization and subjectivity of moral education mode still reflects the loss of relevance of two basic aspects that is the social moral construction and individual moral construction of moral factors in moral education ecosystem. The contradiction between high requirement and low input of moral education reflects the disharmony of moral education factors and school environment factors (others) in moral education ecosystem. The contradiction between school "main channel" and out-school impact reflects the loss of relevance of moral education ecosystem, school ecosystem and social ecosystem.The basic problem of school moral education ecology is how to fully use the function of cultural adaptation (acculturation) of moral education ecosystem, and to realize an entirety dynamic balance (dynamic equilibrium) and sustainable harmonious development ecosystem, through the construction of equality and mutual activity moral. In order to assess the status of three aspects (order, relationship and consciousness) and the status of the function of adaptation of moral education ecology, we used "the school moral education ecology questionnaires" for school teachers and students separately. The investigation results showed that ten contradictions on three aspects (order, relationship and consciousness) do exist in school moral education. The difference within every population of junior middle school students, senior middle school students and teachers is not remarkable. But the difference among every population is statistically significant.The problems exiting in school moral education may be caused by the following factors: misunderstandings of elements and basic structure of moral education ecosystem caused by traditional pedagogy view; defects of rules and the institutions in moral education caused by the maladjustment to the change and transformation of social order; the dislocation or vacancy of holding the teacher-student and student-student relationships caused by cognitive deviation of teacher-student’s position and function; the contradictions on conscious level of moral education ecosystem caused by the lack of understanding value pluralism; affecting the function of cultural adaptation (acculturation) of moral education ecosystem caused by the lack of understanding the function of moral education.In view of the problems existed in school moral education ecology and its possible reasons, the following measures and strategies should be taken or made in the process of constructing harmonious moral education ecosystem: the constructions of social moral and individual moral coexist; the constructions of moral education order and institution; the reform and rebuild of interpersonal relationship in moral education ecosystem; the forming of diversified values and the choose of school moral education contents; the function of cultural adaptation (acculturation) of moral education ecosystem. The use of moral education ecological theory and practice model should pay attention to the following points: correctly understanding and reflecting "human-oriented" in practice; paying great attention to the constructions of moral education institution, habituation-oriented education and "fairness and justice".更多还原