ETi K项目旨在基于教育理论和实证研究的结合、知识取向与能力取向的结合,建立一种符合教育理论、同时具有信度和效度的针对中学生道德能力的测评体系。该体系将学生通过德育课程所应培养的道德能力分为基础知识、判断能力和行为设计能...ETi K项目旨在基于教育理论和实证研究的结合、知识取向与能力取向的结合,建立一种符合教育理论、同时具有信度和效度的针对中学生道德能力的测评体系。该体系将学生通过德育课程所应培养的道德能力分为基础知识、判断能力和行为设计能力,以自己的道德、陌生的道德、公共的道德为反思内容的维度,利用赫尔巴特的"五道念"并汲取伦理学史上有代表性的道德判断形式,对道德事实进行反思。ETi K-上海的实施,将通过对ETi K体系的改编和移用进行中德德育比较研究,并在此基础上尝试建立适用于中国学生的道德能力测量体系。展开更多
Purpose:This article presents the theoretical framework,research design,methodology,and main findings of the comparative measurement of ethical-moral competences of 15-year-old upper secondary students in Shanghai,und...Purpose:This article presents the theoretical framework,research design,methodology,and main findings of the comparative measurement of ethical-moral competences of 15-year-old upper secondary students in Shanghai,under the ETiK-International-Shanghai project.Design/Approach/Methods:By dividing the ethical-moral competences into the categories of basic ethical-moral knowledge,ethical-moral judgment competence,and competence in developing ethical-moral action plans,a survey of 2,036 students was conducted,using a reliable and valid testing instrument.Findings:In general,15-year-olds from homes with more educational resources perform higher in all three scales across all countries taken under consideration in our study.Furthermore,school practices,teaching,as well as quantity and quality of instruction play a very important role in the moral education process and especially in developing students’proficiency levels of ethical-moral knowledge,reasoning competence,as well as students’high abilities in developing moral action plans.When relevant educational background factors are held constant,Chinese students show lower average scores on basic ethical-moral knowledge and moral judgment competence.With exception of the tested Vienna students,all other European samples scored better than the Chinese students—also on the test for developing ethical-moral action plans.However,Chinese students are especially able to display outstanding empathy when dealing with suffering,misfortune,and sorrow,as well as in their willingness to help others.Originality/Value:The findings of this article can foster thinking about which topics should be further discussed to improve the ethical-moral knowledge and competences of Chinese students and highlight requirements for the further development of moral education in China at the levels of teaching,curriculum,teacher education,and research.展开更多
基金This study was sponsored by the Peak Discipline Construction Project of Education at East China Normal University.
文摘Purpose:This article presents the theoretical framework,research design,methodology,and main findings of the comparative measurement of ethical-moral competences of 15-year-old upper secondary students in Shanghai,under the ETiK-International-Shanghai project.Design/Approach/Methods:By dividing the ethical-moral competences into the categories of basic ethical-moral knowledge,ethical-moral judgment competence,and competence in developing ethical-moral action plans,a survey of 2,036 students was conducted,using a reliable and valid testing instrument.Findings:In general,15-year-olds from homes with more educational resources perform higher in all three scales across all countries taken under consideration in our study.Furthermore,school practices,teaching,as well as quantity and quality of instruction play a very important role in the moral education process and especially in developing students’proficiency levels of ethical-moral knowledge,reasoning competence,as well as students’high abilities in developing moral action plans.When relevant educational background factors are held constant,Chinese students show lower average scores on basic ethical-moral knowledge and moral judgment competence.With exception of the tested Vienna students,all other European samples scored better than the Chinese students—also on the test for developing ethical-moral action plans.However,Chinese students are especially able to display outstanding empathy when dealing with suffering,misfortune,and sorrow,as well as in their willingness to help others.Originality/Value:The findings of this article can foster thinking about which topics should be further discussed to improve the ethical-moral knowledge and competences of Chinese students and highlight requirements for the further development of moral education in China at the levels of teaching,curriculum,teacher education,and research.
