摘要
中国传统文化中的道德人格设定具有"生存性"特征,倾向克己与内求。而当下时代渴求的人才不仅要能自我约束,还要能批判创新、开拓进取以应对激烈竞争,有"发展性"需求。因此,学校课程在继承传统生存性道德价值时,应坚守"生存性"道德中的普适性意义,对生存性道德再诠释使传统与现代会通,以及挖掘生存性道德中的后现代性价值。与此同时,课程还应从三方面进行道德价值的发展性挖掘:强化德性目的的个体意义;弥补德性动机匮乏弱势;中和德性内容的保守内省趋势。
In traditional Chinese culture, our moral expectation is being strict with ourselves and this shows the existence-orientation. And at the new era, the self-disciplined, critical thinking, enterprising and development-orientations are demanded of learners. Hence, this paper argues that our curriculum should abide by the existence-orientated morals, traditional values and inherit Chinese traditional culture. At the same time, our curriculum should explore the development-orientated of traditional morals.
作者
全晓洁
靳玉乐
QUAN Xiao-jie;JIN Yu-le(School of Education, Sichuan International Studies University, Chongqing 401331, China;School of Education, Southwest University, Chongqing 400715, China)
出处
《河北师范大学学报（教育科学版）》
北大核心
2019年第3期104-109,共6页
Journal of Hebei Normal University(Educational Science)
基金
重庆市社会科学规划项目"中国优秀传统文化的道德形象及其课程建构"(2018BS101)
关键词
学校课程
生存性道德
发展性道德
道德价值
中国传统文化
curriculum
existence-orientated moral
development-orientated moral
moral value
Chinese traditional culture
