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1.
彭定光 《湖南教育学院学报》2014,(4):89-95
社会生活的个体化是当代社会的必然现象,它引起了私人生活领域与公共生活领域的分化、个人生活的碎片化、个体之间关系的工具化和社会整合力的弱化,可能会造成中国大学生道德观念的偏失,使之形成个体本位、自由至上和为己取向等道德观念.为了健全大学生的道德观念,我国高校道德教育应该根据当代社会发展的内在需要,以社会责任感教育为其重点. 相似文献
2.
高职院校普遍采用的德育模式是一种金字塔式的运作模式。在这种模式下,高职院校德育既没有成为一种独立的文化实体,也难以实现德育的工具性价值;它脱离社会生活,也导致其整体功能难以发挥。要避免这些问题和弊端,该文建议高职院校从文化视角重新审视自己所采用的德育模式,构建能充分实现德育价值的德育模式。 相似文献
3.
寇彧 《北京师范大学学报(社会科学版)》2007,(1):35-40
学校主体性道德教育的内容包括提高青少年的创新意识和自我意识,培养青少年的道德价值观,发展青少年的社会适应能力,塑造青少年的亲社会人格。创造性是主体性道德教育的核心。青少年团体活动是有效的学校主体性道德教育和创造性培养的方法。 相似文献
4.
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
5.
目前的大学生群体中,道德水平参差不齐,甚至存在某些价值观上的误区。因此,调查了解他们的思想道德现状,并在学科教学中对他们进行道德教育,显得尤为迫切和必要。 相似文献
6.
曾海 《张家口职业技术学院学报》2012,25(2):40-42
在3G时代,被称为“第五媒体”的手机媒体必将登上舞台、大行其道和引领风骚,对我国青年一代道德价值观的发展带来机遇和变化,这种发展主要是在一定外界环境条件影响下青年道德认识、道德情感、道德意志和道德行为相互联系辩证发展的过程。手机媒体有助于青年形成正确的道德认识、培养丰富的道德情感、锻炼坚强的道德意志和完善合理的道德行为。 相似文献
7.
《Journal of moral education》2012,41(2):205-223
This study examined relations between parenting dimensions (involvement, autonomy support and structure) and adolescents' moral values internalisation. A sample of 101 adolescents (71% female; 76% white; M age = 16.10, SD = 1.17) reported on the parenting behaviour of one of their parents and on their own moral values. Four forms of values regulation were assessed (external, introjected, identified and integrated), as well as overall internalisation. Structure was positively linked to external and introjected regulation, involvement was positively associated with identified and integrated regulation and structure was negatively linked to overall internalisation. Additionally, positive interactions were found for autonomy support and involvement predicting identified and integrated regulation. Implications for parenting and moral education are discussed. 相似文献
8.
吴海波 《新疆职业大学学报》2008,16(6):66-70
本文对高职生价值观、职业道德认知量表进行了测试,研究表明,高职生价值观和职业道德认知及其各维度有非常显著的正相关,并建立了价值观预测职业道德认知5个回归模型及价值观和职业道德认知典型相关路径,并提出一些建议。 相似文献
9.
法律人能否在其执业活动中保持公正,能否在物欲横流的经济大潮中站稳脚跟,面对各种诱惑的考验,光凭法律和制度的约束是不行的,还必须依靠提高个人的道德价值修养。而法律人的道德修养取决于他的道德价值的定位,也就是他自己在职业活动中的位置和对职业行为的态度。 相似文献
10.
《British Educational Research Journal》2003,29(6):803-819
Abstract This article utilises Rokeach's categorisation of values (i.e. moral, competency, personal and social) to analyse how values influence the choice of research method. It discusses how the ontological and epistemological position adopted by the researcher is influenced by their competency and personal values. The next section is concerned with the social values (or politics) of educational research, where the debate has polarised between those advocating a value‐neutral approach and those who argue that researchers should instead accept the partisan nature of research. Finally, the issue of research ethics is considered. Moral values are found to play an important role, but other values also influence the ethical decisions that are taken. The article concludes by highlighting how the complex interaction of the researcher's moral, competency, personal and social values has an important influence on the research process. The article contends that research methods cannot be value‐free in their application, but researchers should adopt a reflexive approach and attempt to be honest and open about how values influence their research. 相似文献
11.
Jo Lunn Brownlee Eva Johansson Charlotte Cobb-Moore Gillian Boulton-Lewis Sue Walker Joanne Ailwood 《Education 3-13》2013,41(2):164-183
While investment in young children is recognised as important for the development of moral values for a cohesive society, little is known about early years teaching practices that promote learning of moral values. This paper reports on observations and interviews with 11 Australian teachers, focusing on their epistemic beliefs and beliefs about teaching practices for moral education with children aged 5–8 years. The analysis revealed three main patterns of thinking about moral education: following others, reflecting on points of view, and informing reflection for action. These patterns suggest a relationship between epistemic beliefs and beliefs about teaching practices for moral learning which have implications for teacher professional development concerning experiences in moral education. 相似文献
12.
王秋艳 《福建教育学院学报》2013,14(3):9-13
价值观是人们心中相对稳定的思想观念,是人们道德行为的内在体现,与道德行为之间有着内在的逻辑联系,社会上频繁出现的"道德失范"现象就是人们一定价值取向的反映和表现。对"道德失范"现象进行价值观透视,目前道德状况不佳的深层次原因主要表现为:价值认识的片面性,价值标准的混乱性,价值实践的随意性。因此,文章基于这些因素考虑,有针对性地提出治理"道德失范"现象的相关对策措施,以社会主义核心价值观为指导,增强人们的道德自觉自信意识,促进道德风气的根本好转,从而为构建社会主义和谐社会和精神文明建设创造更加良好的精神文化氛围。 相似文献
13.
杨岭 《北京工业职业技术学院学报》2014,13(2):51-53,64
社会主义核心价值观对我国高职院校德育工作具有目标引领、价值引领和内容引领等重要作用.多元文化背景下的高职院校德育工作任重而道远,应将社会主义核心价值观教育融入到教学过程中,融入到大学文化建设中,积极推进高职院校德育工作的进行.提倡坚持以社会主义核心价值观为基础,以大学核心价值观为规范标准,切实发挥核心价值观对组织内部成员的规范作用、激励作用和引领作用,以推动德育工作全方位、多层次开展,使学生形成厚德博学、求实创新、和而不同的核心价值观. 相似文献
14.
王平 《湖南教育学院学报》2014,(3):87-91
道德来自文化,是文化的一部分。中西方不同的文化传统造成了各自传统道德教育的差异。在道德教育的过程和基础上,西方重“认知”,中国重“情感”;在道德教育的结果和逻辑上,西方遵循“由外而内”的逻辑,中国遵循“由内而外”的逻辑。文化价值多元、知识性质改变和道德本身的复杂等一系列因素共同造成现代社会道德教育的认识论困境。借鉴对中西方道德教育差异的思考,现代道德教育必须改变单一的以“知识”或者“情感”为基础的认识论传统,在“知性”与“感性”的结合中,统筹人的复杂性和人类生活的多样性,从人性和人生发展的复杂性出发,重建道德教育的认识论基础。 相似文献
15.
脱离社会经济生活及其带来的价值观、道德观的变化,是学校德育缺乏社会基础的基本表现,也是德育成效不彰的重要原因。经济发展是个体道德发展与社会道德进步的首要前提。经济生活是制约学校德育变革进程及成效的重要变量。学校德育应主动反映并合理观照经济生活及其带来的价值观、道德观的变化,充分考虑社会经济生活及其价值需求,在德育课堂教学中辩证分析经济生活对道德发展的影响,引导学生知晓适应市场经济生活的道德规则,学会在参与经济生活中体会道德生活,最终形成适合社会经济生活的道德观。 相似文献
16.
Katarina Norberg 《课程研究杂志》2013,45(2):189-204
Teaching is a moral endeavour. It transmits moral messages based on values and expectations. This paper explores the relationship between school practice and the democratic values endorsed in the Swedish national curriculum. A lunch‐time episode illustrates the discrepancy between the national curriculum’s ethical values and their realization in practice. This discrepancy problematizes the decentralization process in Swedish schooling. Furthermore, it suggests that episodes at the margins of school practice may be just as important to the moral curriculum of school as the knowledge‐related elements conventionally deemed to be the core of the curriculum. 相似文献
17.
杨林夕 《湖南第一师范学报》2010,10(1):77-81
《西游记》中有三位遭厄女性,她们都有着被抢劫或者胁迫离开丈夫和家人而屈身从贼多年后才被救回的不幸经历,但是她们却有着不同的结局：或自杀殉节、或赎罪苟活、或团圆幸福,而她们都有受贞节道德观念影响而产生的负罪意识,这表现了作者吴承恩女性观的落后性。 相似文献
18.
高校大学生思想道德现状及教育观察 总被引：1，自引：0，他引：1
李晶 《山西财经大学学报(高等教育版)》2001,(3):60-62
高校大学生思想道德教育是素质的一项重要内容，把握大学生思想道德特征，提高德育工作的针对性和实效性意义重大，章从思想、政治、人生观、价值观、专业学习等方面分析了高校大学生思想道德现状，并针对高校大学生心理特点，提出了加强思想道德教育的实施对策。 相似文献
19.
Jolina H. Ruckert 《Early education and development》2016,27(8):1130-1144
Research Findings: This study investigated folkbiological concepts that structure children’s moral reasoning regarding conservation. Participants (N = 52; 7- and 10-year-olds, gender balanced) were interviewed regarding their values, moral obligations, and rights concerns for endangered and extinct animals. Across the 2 ages, children drew on the animal’s living status and teleology, as well as ecological relations, to ground their moral reasoning. Developmentally speaking, the younger children employed both nature-centered and human-centered moral reasoning, whereas the older children employed a complex form of moral reasoning that integrated human models of moral thinking with distinct biological understanding. Practice or Policy: The findings can improve education and policy that supports the next generation of conservationists. Educators can draw on these findings to develop class material and activities that teach children about ecological relations—knowledge children can employ to construct their moral arguments for conservation and protecting the environment. The findings revealed that children think about and value endangered animals in deep and beautiful ways. Policymakers can draw on the findings to frame their decision making—drawing more deeply on children’s values of the natural world to inform policy decisions. Drawing on children’s values in the development of environmental policy engages them in the policy process. 相似文献
20.
大部分教师有着良好的专业素质和人文修养,整体积极向上。也有少数教师因道德观和价值观的扭曲而违法犯罪,影响教育事业和社会和谐发展。本文对教师违法犯罪的主要表现及危害性、教师违法犯罪原因及预防措施进行了初步分析。 相似文献