摘要
道德渗透在社会生活的一切领域,道德体验是学校道德教育规律的内在要求,体验具有亲历性、反思性、整合性和不可传授性的特点。关注学生在自己的生活中学习道德,既是学生生命成长的需要,又是寻求支持道德学习的条件。生活中处处有体验,但不是有生活就有体验,回归生活世界,开发体验式道德学习资源,是学校教育的使命所在。如何让学生在自己的生活中学习道德,一是把握“物镜”生活,使学生体验到道德就在身边;二是创设“情境”生活,在情感体验中丰富道德智慧;三是开发“意境”生活,让学生在艺术生活中学会生活。
Morality is pervasive in all areas of social life. The moral experience is an inherent requirement of the school moral education law. The experience has personal, reflective, integral and uninheritable features. A student learns morals in his own life, which is a need for a student＇s life growth and also a condition for sup- porting moral learning. There is experience everywhere in life; however, it does not mean where there is life, where there is experience. Returning to the life world to develop experience-oriented moral learning is a mission of education at school.
出处
《教师教育研究》
CSSCI
北大核心
2006年第5期12-16,共5页
Teacher Education Research
基金
全国教育科学规划项目(FEB050577)
江西省人文社科规划项目(Sz0601)
江西省高校教改项目(jxjg05A12)成果
关键词
道德学习
生活资源开发
道德体验教育
moral learning
living resources development
moral experience education
