共查询到20条相似文献，搜索用时 15 毫秒
1.
学生的深度学习是以学生的知识理解与运用为价值取向,以培养学生的高阶思维能力和问题解决能力为目标的一种学习。但知识论证不充足、知识点状分布、绝对真理知识观等表层知识教学已偏离了学习的本质及价值,产生了知识教学阻滞深度学习的困局。教学推理是教师根据已知教学条件及个体情境认知,确定问题并生成教学策略的连续性思维活动。它克服了以往僵化的教学方式,为促进深度学习提供可能逻辑。其中,学科知识逻辑能促进学习触及知识的意义世界,学生经验逻辑能促进学习进入学生的心灵世界,实践自为逻辑能促进学习关联自我的生活世界。最后,促进深度学习的教学推理策略应着力于以"批判与交融"为取向的教学理解,形成以"联结与转化"为纽带的教学逻辑,开展以"假设与证据"为核心的课堂论证教学,创设以"推断与评估"为特质的教学情境。 相似文献
2.
Using Propensity Scores for Estimating Causal Effects: A Study in the Development of Moral Reasoning
The purpose of this study was to illustrate the use of propensity scores for creating comparison groups, partially controlling
for pretreatment course selection bias, and estimating the treatment effects of selected courses on the development of moral
reasoning in undergraduate students. Specifically, we used a sample of convenience for comparing differences in moral reasoning
development scores among students enrolled in intergroup dialogue, service learning, psychology and philosophy courses with
those of an introductory sociology course. Adopting a propensity score approach included reviewing the empirical literature
for its guidance in substantiating the reasons for including pretreatment variables (i.e., pretreatment course-taking behaviors,
race, sex, political identification, need for cognition, major, age, pretreatment moral reasoning scores) in our analysis,
measuring these variables, and reducing them into a single composite propensity score for each student in our analytic sample.
This score then served as the basis for creating a new comparison group and for allowing us to estimate unbiased (or less
biased) course-related treatment effects on moral reasoning development. Implications for higher education researchers are
discussed.
相似文献
| Matthew J. Mayhew (Corresponding author)Email: |
3.
《Journal of moral education》2012,41(2):139-147
AbstractNon-indoctrinational moral education involves teaching children to engage in ethical inquiry. This means that, since ethical inquiry has the status of a craft, the students will be apprentices in that craft. The classroom becomes, for this purpose, a community of ethical inquiry — an ethical atelier where students learn the tools, methods, practices and procedures which craftsmen associated with that tradition customarily utilize. It is only when one is adept at the generic procedures of reasoning that one can be adept at specifically moral reasoning, but to make the transition possible, the generic procedures should be taught within the humanistic and critical context of philosophy, and within the setting of a community of ethical inquiry. 相似文献
4.
ALBERT W. MUSSCHENGA 《Journal of Philosophy of Education》2009,43(4):597-613
In this article I examine the consequences of the dominance of intuitive thinking in moral judging and deciding for the role of moral reasoning in moral education. I argue that evidence for the reliability of moral intuitions is lacking. We cannot determine when we can trust our intuitive moral judgements. Deliberate and critical reasoning is needed, but it cannot replace intuitive thinking. Following Robin Hogarth, I argue that intuitive judgements can be improved. The expertise model for moral development, proposed by Hubert and Stuart Dreyfus, not only teaches us how we acquire intuitive moral judgements, it also shows the interconnectedness of intuitive thinking and deliberate reasoning. Analysing the expertise model in more detail, I show that it cannot do justice to the importance of reasoning skills. Reasoning skills are needed because we expect people to be able to argue for their standpoints. I conclude that moral education should not only aim at improving intuitive moral judgements, but also at acquiring reasoning skills. 相似文献
5.
《Journal of moral education》2012,41(3):199-205
Abstract In order to explore the relationship between moral reasoning and conduct, 38 Grade Six students, deemed by their teachers to display ‘delinquent’ or ‘non‐delinquent’ characteristics, were administered Kohlberg's Moral Judgment Instrument (Kohlberg et al., 1973) and an IQ test. Subjects were then randomly assigned to three treatment groups: a) experimental‐‐discussion of moral dilemmas; b) placebo‐‐social studies games; c) control. A month later Kohlberg's instrument was readministered. Findings indicated that ‘delinquents’ and ‘non‐delinquents’ differed significantly (p = .001) on moral reasoning scores at both testing times. There was no statistically significant treatment effect (p = .06). Intelligence quotient was significantly and positively related to moral reasoning for ‘non‐delinquents’, but not for ‘delinquents’. 相似文献
6.
7.
Moral Reasoning about Sexually Transmitted Diseases 总被引：2，自引：0，他引：2
Rosemary A. Jadack Janet Shibley Hyde Colleen F. Moore Mary L. Keller 《Child development》1995,66(1):167-177
The purpose of this research was to investigate moral reasoning related to sexual behavior that could lead to the transmission of sexually transmitted diseases (STDs). Using hypothetical dilemmas about situations in which STDs can be transmitted, respondents were asked to explain why they believed the characters should or should not engage in risky behaviors. 40 college freshmen ( M = 18.3 years) and 32 college seniors ( M = 22.3 years) participated. Using Kohlberg's moral stage theory and Gilligan's moral orientation model, the interviews were scored for moral stage and moral orientation. Results indicated that the older age group had a significantly higher stage of moral reasoning than the younger age group when responding to dilemmas about STDs. There was a significant difference in moral stage between dilemmas, reflecting the possible effect of dilemma content on moral reasoning. The overall pattern of results shows nonsignificant gender differences in stage of moral reasoning and moral orientation. Clinical and theoretical implications of these findings for understanding the role of moral reasoning in sexual risky behavior are discussed. 相似文献
8.
《Journal of moral education》2012,41(2):75-80
Abstract It is argued that R.W. Beardsmore's account of moral reasoning provides the most satisfactory explanation of moral behaviour and this is supported by an examination of his main criticisms of R.M. Hare and Philippa Foot. The chief educational implication of Beardsmore's account of moral development is, it is suggested, that, though educators cannot be uncommitted on fundamental moral issues, they can, nevertheless, ensure that rational procedures are followed. A committed teacher is not, therefore, necessarily a moral indoctrinator. In conclusion it is suggested that arguments for neutrality rest on mistaken assumptions about the nature of morality and that, without a background of established and accepted values moral education cannot even be considered. 相似文献
9.
《Journal of moral education》2012,41(4):455-467
In the political arena, lesbian and gay issues have been contested typically on grounds of human rights, but with variable success. Using a moral developmental framework, the purpose of this study was to explore preferences for different types of moral arguments when thinking about moral dilemmas around lesbian and gay issues. The analysis presented here comprised data collected from 545 students at UK universities who completed a questionnaire, part of which comprised a moral dilemma task. Findings of the study showed that respondents do not apply moral reasoning consistently, and do not (clearly) favour human rights reasoning when thinking about lesbian and gay issues. Respondents tended to favour reasoning supporting existing social structures and frameworks, therefore this study highlights the importance of structural change in effecting widespread attitude change in relation to lesbian and gay rights issues. The implications of the findings for moral education are also discussed. 相似文献
10.
Family Interactions and the Development of Moral Reasoning 总被引：2，自引：1，他引：1
The study examined parents' role in their children's moral reasoning development. Parents' level of moral reasoning and interaction styles used in discussion of moral issues with their child were used to predict the child's moral development over a subsequent 2-year interval. Participants were 63 family triads (mother, father, and child) with children drawn from grades 1, 4, 7, and 10. They individually responded to a moral reasoning interview and then, as a family, discussed both a hypothetical and real-life moral dilemma. Children were reinterviewed 2 years later. Results indicated that parents did accommodate to their child's level of moral reasoning when in actual dialogue. Distinct differences in interaction styles were found between the 2 contexts (hypothetical vs. real-life dilemma discussion) and between parents and children. Children's moral development was best predicted by a parental discussion style that involved Socratic questioning and supportive interactions, combined with the presentation of higher-level moral reasoning. Implications of these findings for the understanding of parents' role in children's moral development are discussed. 相似文献
11.
伴随着新课程改革的深入,要求教师有效研究课堂教学策略,深入挖掘教材,深度理解小学数学中的说理能力,给学生创造说理的机会,运用合理的问题引导学生,让学生主动表达想法,为学生提供一个更广阔的说理空间。 相似文献
12.
从认识论角度而言,道德推理属于认知阶段的高级形式。传统的认知理论认为情绪是道德思考的阻碍物,近年来研究表明情绪对道德推理有重要的推动作用。本文从自我意识情绪、移情以及情绪和认知三个方面探讨情绪和道德推理的关系,及其对道德教育的启示。 相似文献
13.
Results in the literature indicate that high levels of moral development are positively correlated with high levels of empathy. However, the issue of moral reasoning style and its relationship to empathy remains unclear. The role that moral reasoning style (care vs. justice orientation) plays in counselors' ability to relate empathically to clients was investigated among a sample of 44 counselors‐in‐training. Results indicate that counselors were able to respond equally to clients with the same moral reasoning style as themselves and to those with a different style. Counselors with a care orientation were no more able than justice‐oriented counselors to respond empathically. Findings contribute information about measures of moral reasoning style and suggest that matching of counselors with college‐aged and young adult clients based on moral reasoning style is not an issue of concern for college counselors. 相似文献
14.
《Journal of moral education》2012,41(4):427-437
Abstract The experiment presented falls within Kohlberg's constructivist model, and attempts to respond to the need for work on those interpersonal values which may be called ethical or moral, in practical education. The intervention took place in a state school in Vizcaya (Basque Country), with a sample of 97 subjects between the ages of 9 and 14 years. A pre‐test‐‐post‐test design was used in order to check for the achievement of more mature states of moral development. The main working strategy was the discussion of hypothetical and real values dilemmas in class discussion groups. The results show that many advances were made. The data indicate that discussing dilemmas leads to higher levels of moral reasoning in students. 相似文献
15.
The current research examined the role that students’ discipline-related self-concepts may play in their deep and surface approaches to learning, their overall learning outcomes, and continued engagement in the discipline itself. Using a cross-lagged panel design of first-year university psychology students, a causal path was observed in which students’ Semester 1 deep approach to learning positively predicted their Semester 2 psychology-student social identification; this relationship was mediated by students’ actual Semester 1 learning. Moreover, relatively high levels of Semester 2 psychology-student social identification led to a desire for further engagement in the discipline through an enhanced intent to continue their psychology studies. In contrast, discipline-related self-concept was not observed to act as a precursor to learning approaches. Overall, the current data provide clear evidence not only for the validity of the deep learning approach construct, but for the theoretical claims associating a deep learning approach with an impact on self-concept, and the educational value of encouraging a deep learning approach both for short-term academic performance and for continuing motivation to engage in the discipline. 相似文献
16.
Individual differences in student learning influence academic performance, and two aspects influencing the learning process are the particular learning approach the students use and procrastination behaviour. We examined the relationships between learning approaches, procrastination and academic achievement (measured 1 year later as the grade point average (GPA)) amongst 428 first-year university students. Deep and strategic learning approaches positively predicted GPA, and a mediation analysis showed that the strategic learning approach also partly mediated the effect between deep learning approach and GPA. Less procrastination was associated with a strategic learning approach, but procrastination tendencies did not predict GPA. Recommendations are made for educating new students in cognitive and meta-cognitive strategies, helping reduce their procrastination and facilitating the use of deep and strategic learning approaches. 相似文献
17.
《Journal of moral education》2012,41(3):220-229
Abstract Relying on developmental studies of reasoning about the good life, a model of moral education that integrates the good and the right is put forth. It is claimed that while Kohlberg's justice reasoning provides a justifiable aim for such curricula, how individuals attribute value will also significantly affect their moral actions. The notion of a ‘critical period’ for moral education during adolescence is also presented. 相似文献
18.
张华夏 《中山大学学报论丛》2000,(2)
文章在提出现代健全社会的基本伦理价值系统的基础上考察道德推理的基本特征,它的事实条件和价值条件以及它的组成、结构与层次;进而指出道德多元论是可以用公理方法来进行表述的,这个道德公理方法的特征就在于它的公理体系必须包含协调公理和采用情景推理来解决价值原则之间的冲突问题。本文还依据维特根斯坦的反本质主义认识论创立DrN推理模型。 相似文献
19.
In recent years, psychologists and educators have shown increased interest in the moral development of college students. Kohlberg and Rest discuss a six-stage model of moral judgment development that has generated considerable research. The findings have raised several issues regarding the relevance of attitudes, traits, and experiences in understanding the moral judgment development of students. This study examines the differential impact of (1) college experiences, (2) attribution beliefs and attitudes about punitiveness, (3) educational and academic characteristics, and (4) freshmen level of moral judgment development on the level of moral development of upper-division students, who as freshmen were classified as having either low or high levels of moral reasoning. For freshmen with low moral reasoning scores, their upper-division level of moral judgment development was significantly related to their causal attribution beliefs regarding personal responsibility. For those freshmen with high moral reasoning scores, their initial level of moral reasoning was the most significant factor related to their upper-division level of moral judgment development. For these students, participation in extracurricular activities was negatively related to upper-division moral reasoning scores. The more they had participated in extracurricular activities, the lower their upper-division moral reasoning scores. 相似文献
20.
Frances Catherine Quinn 《Research in Science Education》2011,41(1):99-121