共查询到20条相似文献，搜索用时 31 毫秒
1.
We conducted a qualitative analysis of 5 years of student writing data to understand learning and moral development on a field philosophy course in Isle Royale National Park. We were interested in the connection between physical experiences in the natural world and the way students care about or value nonhuman beings, natural systems, and place. Students consistently demonstrated a shift from a dualistic to a more complex understanding of ideas, relationships, and the natural world. This widening perception and moral awareness occurred in tandem with course content learning. In this paper we describe the model that emerged from our data to describe this shift from dualism to complexity – from self-awareness, to social learning, to curriculum engagement, to a wider moral community – and the factors that facilitate each step. We also provide a planning and assessment tool to help other educators begin to observe ethical development and relational growth in their own interdisciplinary environmental field classes. 相似文献
2.
《Educational Philosophy and Theory》2013,45(10):1073-1079
Many competing ideas exist around teaching ‘standard’ high school social studies subjects such as history, government, geography, and economics. The purpose of this paper is to explore the potential of social studies teaching and learning as a moral activity. I first propose that current high school curriculum standards in the United States often fail in focusing on the kinds of sustained discourse and ideas necessary for students to develop an awareness and commitment to justice in a pluralistic society. I then make the argument that understanding social studies as an inherently moral activity creates a space for transformative and meaningful learning to occur. Lastly, I contend that public schools are inextricably linked to understanding and creating elements of a just society and as such, hold equal potential to both support and severely hinder its development. 相似文献
3.
社会规范学习是个体品德形成的基础。由于忽视了社会规范学习的特点,社会规范学习成了令人厌烦的灌输与说教。内隐学习理论对社会规范学习的启示在于：社会规范学习中,必须激发学生内隐学习潜能;在各个学科教学中,渗透积极人生观;个体在无意识中形成内在品质;以外显可量化行为间接考察内隐的观念。在社会规范学习中运用内隐学习理论应注意：正确处理社会规范学习中内隐学习和外显学习的关系;选用符合学生认知发展规律的内隐学习材料;懂得内隐学习不是一蹴而就的。 相似文献
4.
论班杜拉社会学习道德教育思想 总被引：1，自引：0，他引：1
班杜拉的社会学习道德教育理论是当代西方较有影响的德育理论流派。社会学习理论强调人类行为是个体与环境交互作用的产物，儿童可以通过替代强化获得道德行为，其基本途径是通过观察学习。该理论十分强调榜样示范和社会环境对儿童品德的形成与发展所起的重要作用。班杜拉的社会学习理论对我国现阶段的公民道德建设和学校德育工作具有重要的启示意义。 相似文献
5.
S. Walker J. Brownlee C. Whiteford C. Cobb-Moore E. Johansson J. Ailwood 《Teachers and Teaching》2013,19(2):263-275
There is strong political and social interest in values education both internationally and across Australia. Investment in young children is recognised as important for the development of moral values for a cohesive society; however, little is known about early years teachers’ beliefs about moral values teaching and learning. The aim of the current study was to investigate the relationships between Australian early years teachers’ epistemic beliefs and their beliefs about children’s moral learning. Three hundred and seventy-nine teachers completed a survey about their personal epistemic beliefs and their beliefs about children’s moral learning. Results indicated that teachers with more sophisticated epistemic beliefs viewed children as capable of taking responsibility for their own moral learning. Conversely, teachers who held more naïve or simplistic personal epistemic beliefs agreed that children need to learn morals through learning the rules for behaviour. Results are discussed in terms of the implications for moral pedagogy in the classroom and teacher professional development. It is suggested that in conjunction with explicitly reflecting on epistemic beliefs, professional development may need to assist teachers to ascertain how their beliefs might relate to their moral pedagogies in order to make any adjustments. 相似文献
6.
彭文君 《赣南师范学院学报》2008,29(4):55-58
福泽谕吉主张德智体全面发展,其德育课程思想强调培养学生独立精神和德育能力,反对空洞的道德说教,提倡身教重于言教、认为学校教育与家庭教育、社会教育应协同配合;其智育课程思想认为学校教育不限于求知,更重要的是求智;反对空疏的儒学,倡导经世致用的“实学”;其体育课程思想倡导身体第一、学习第二,体育锻炼要按照民族和地区的传统与习俗进行,要有时间和运动量作保障。 相似文献
7.
张瑞 《南昌教育学院学报》2012,(9):10-11
我国经历了三十年的改革开放,经济建设取得了显著成果,但在国家大力发展经济过程中,文化建设显然已被列入次要位置,并因此滋生了一些不和谐的现象。同时,在这种社会环境下,高校德育必然受其影响。如今国家已把文化建设重新列入重要的发展位置,因此在文化大发展大繁荣背景下,必须要重新思考高校德育。本文通过剖析当前德育现状,指出其存在的问题,并提出高校德育内容应以社会主义核心价值观为重点,同时在开展道德过程中,要做到遵循省察克己与慎独自律;遵循知行统一与学思并重的原则。 相似文献
8.
基于建构主义学习观的研究生德育模式 总被引：1，自引：0，他引：1
建构主义理论不仅在教学等领域起着重要作用,而且在学校德育的改革与发展中同样起着积极的作用。建构主义所倡导的学习要重视学习者的积极性、建构性、社会性、反思性,强调学习是建构意义的过程等思想观点,对当今新型研究生德育模式的构建与实施,提高德育实效,具有重要指导意义。 相似文献
9.
文章首先界定了大学生的核心能力,是指所有的大学生在职业和生活领域所应该具备的关键、必要的能力。然后,指出了大学生的核心能力具有普遍性、异质性和稳定性等特征。在此基础上,采用＂自下而上＂的分析构架,构建了大学生核心能力的模型,将大学生的核心能力划分为道德能力、学习能力、社会能力和生存能力四个维度。最后,指出了大学生应重点发展的几种核心能力。 相似文献
10.
Randall Curren 《Journal of moral education》2014,43(4):484-499
This article addresses a puzzle about moral learning concerning its social context and the potential for moral progress: Won’t the social context of moral learning shape moral perceptions, beliefs, and motivation in ways that will inevitably limit moral cognition, motivation, and progress? It addresses the relationships between habituation and moral reasoning in Aristotelian moral education, and assesses Julia Annas’s attempt to defend the possibility of moral progress within a virtue ethical framework. Focusing on the motivational core of the puzzle, the article argues that Self-determination Theory (SDT) provides resources for better understanding how moral progress is possible and how moral education can facilitate such progress. 相似文献
11.
当前中小学德育存在德育地位边缘化、德育课程知识化、德育内容泛政治化、德育方式规训化等问题。以建构主义和人本主义学习理论为理论基础的＂三结合整合式＂教学模式,是指将知识积累与价值观养成相结合、课堂和社会实践相结合、授导与自主学习相结合,并且将传统课堂教学、网络平台上自主探究和任务驱动下的社会实践活动融合为一体的完整教学模式。该模式通过根据实际积极开拓教学实践体系、鼓励学生自主学习、利用网络教学平台等具体措施与当前中小学德育课程进行整合。 相似文献
12.
期以来，学校道德教育忽视道德的个体性，窒息了个体德道学习的自觉能力，割裂了道德生长的整体精神空间。社会发展和教育发展要求实现道德教育向道德教化的转进，创新德育工作理念和方法。 相似文献
13.
马海丽 《黑龙江教育学院学报》2010,29(11)
自我国进入社会转型加速期以来,社会分工和社会流动加快,经济和社会的巨大变迁在客观上促成了道德随之转型,社会道德失范现象大量出现,并严重影响着社会的良性运行与协调发展。道德失范是当前发展先进文化,构建和谐社会进程中必须正视的问题。以现实社会中存在的道德问题作为出发点,探究道德失范的原因并呼吁道德回归,能够有效地推动社会和谐、健康、科学发展。 相似文献
14.
文章在分析大学生社会性发展概念的基础上,主张高校辅导员应从大学生思想提升的需要、社会学习的需要、人际交往的需要以及生涯发展的需要入手,在思想引导、学业帮扶、人际互动、提升就业质量方面下功夫,在教育管理工作中明确大学生社会性发展的价值取向,推进差异化教育和人性化管理,重视网络教育平台建设,发挥网络的正向社会化功能。 相似文献
15.
大学生创新学习方式的构建策略 总被引：1，自引：0，他引：1
WANG Huan-mei 《教育理论与实践》2008,(33)
随着知识经济时代的来临,创新型人才的培养对建设创新型国家和创新型社会具有举足轻重的作用。创新性学习作为一种学习方式,是创新型人才必备的基本素质。培养德、智、体、美全面发展的创新型人才是大学的根本任务。高等学校作为人才培养基地,构建以创新型人才培养为取向的大学生创新学习方式,既是社会发展的需要,也是学生自身成长的需求。在大学生自主创新学习能力的形成过程中,需要采取多种策略构建自主创新学习的课堂模式和学习方式,并以此培养大学生的学习兴趣,改变学习态度,使之由被动学习转为主动学习,养成自主创新学习习惯,形成自主创新学习能力,并最终获得终身学习的能力。 相似文献
16.
高等教育自学考试考生低龄化对自学考试产生了积极影响,又给其带来了新的挑战。为确保高等教育自学考试的健康发展,需要从培养目标、规范社会助学、加强德育工作、加强就业引导等方面予以积极应对。 相似文献
17.
社会转型期道德失范的理性分析及其对策——兼驳社会发展与道德进步“二律背反”的观点 总被引：2，自引：0，他引：2
王宏伟 《涪陵师范学院学报》2003,19(3):102-105
从社会转型期道德失范的实际出发，对其产生的原因和影响从事物发展的否定的环节、社会历史发展的层面以及当前道德教育和实践的缺位等方面进行理性分析，并努力地子求重塑适合社会发展要求的道德规范体系，积极探求实现社会规范的途径和方法，可以为社会主义道德体系的建立和完善打下坚实的基础。 相似文献
18.
We present the results of a literature review of studies on teaching strategies for moral education in secondary schools (1995–2003). The majority of the studies focus on the ‘what’ and ‘why’, i.e. the objectives, of curriculum‐oriented moral education. Attention to the instructional formats for enhancing the prosocial and moral development of students (the ‘how’) is relatively sparse. Most studies on teaching strategies for moral education recommend a problem‐based approach to instruction whereby students work in small groups. This approach gives room for dialogue and interaction between students, which is considered to be crucial for their moral and prosocial development. Other studies discuss more specific teaching methods, such as drama and service learning. We conclude that the theoretical discourses on moral education are not reflected on the practice of curriculum‐oriented moral education and its effects on students’ learning outcomes. We recommend that future research on curriculum‐oriented moral education includes the subject areas encompassing moral issues and the social differences between students. 相似文献
19.
《Journal of moral education》2012,41(2):122-131
Abstract Differences between cognitive development and social learning theories as they relate to moral development are assessed and an attempt is made to reconcile the points at dispute through the development of an alternate paradigm of the moral development process. While exact weighting of the variables still requires further research, some material from Chinese and American socialization experiences is presented as an example of how excessive variation in the influence of certain variables may impede moral development. 相似文献
20.
幼儿阶段是人生良好行为习惯养成与优秀道德品质培养的黄金阶段,游戏作为贴近幼儿内心需求的活动方式,对幼儿身心健康发展具有重要作用。采用游戏教学法,能激发幼儿学习兴趣,调动幼儿学习的积极性,提升幼儿社会交往能力,有利于促进幼儿的全面发展。文章对游戏教学法在幼儿园教育教学中的应用进行研究。 相似文献