摘要
长期以来,儿童道德教育的内容和方法侧重于例证性思维和抽象道德观念的灌输,其弊端是道德教育疏离于儿童的心理世界,凌驾于儿童的生活世界之上。根据布鲁纳提出的两种思维模式———例证性思维和叙事性思维及其特点,儿童的思维更多地具有叙事性思维的特征,叙事在儿童社会性和道德认识发展上起着核心作用;同时,叙事是儿童道德教育的基本途径之一。
Traditionally, moral education for children has focused on paradigmatic thinking and inculcation of abstract morals. The drawback with this method is that this kind of moral education is not attached to children＇s mental world but far beyond children＇s life. This article explains the two modes of thinking proposed by Bruner, paradigmatic thinking and narrative thinking, and their respective characteristics. In fact, children＇s thinking is typically characterized by narrative thinking. Narration plays a central role in the process of children＇s socialization and moral development. Meanwhile, narration is the basic means to children＇s moral education.
出处
《南京师大学报（社会科学版）》
CSSCI
北大核心
2005年第5期79-83,123,共6页
Journal of Nanjing Normal University(Social Science Edition)
关键词
叙事性思维
例证性思维
叙事
故事
道德教育
narrative
story
storytelling
narrative thinking
paradigmatic thinking
moral education
