高校文化育人的理念、内容与方式

在多元文化时代背景下,德育工作者应在“文化育人”目标引领下发挥文化的凝聚力、影响力和牵引力,开展引导式、体验式、在线式德育,促使大学生提升文化认同,学会文化选择,在文化浸润、文化实践中健康成长。     

综合性大学创办高等艺术教育的新思路

高等艺术教育只有建立起与人文、科技广泛而深刻的联系,才能培养出学养丰厚、技艺精湛,富有创新活力的艺术人才。我国的高等艺术教育必须走出专业性艺术学院的狭小天地,积极尝试在综合性大学中发展高等艺术教育新的办学思路。     

The significance in using role models to influence primary school children’s moral development: Pilot study

ABSTRACT

This article reports on a pilot study aiming to examine a role-modelling character education project through an Aristotelian framework, by adopting a virtue-led approach. Aristotle famously believed virtues should be taught to children at a young age through habituation, which gradually develops into phronesis-guided virtuosity, and he considered what nowadays is referred to as ‘role modelling’ as having a large influence on children through the emotion of emulation (zēlos). Therefore, the pilot study aims to answer the question to what extent a virtue-led role modelling intervention in character education can influence students’ moral development. The intervention teaches school-appropriate virtues to students in a primary school in Saudi Arabia. While the study is just starting, this article focuses on some pertinent and problematic preliminary questions about conceptual assumptions and research design.     

由身体回归引发的教育反思——德国教育人类学家武尔夫思想述评

身体的回归是在工业社会、信息技术对人的工具化、去主体化的潮流中,一种人类寻找自我与拯救的呼唤,并成为西方教育人类学研究的新的主题。德国教育人类学家武尔夫教授试图将涉及模仿、体势语、仪式、他者等概念的人类学思想投射到教育的思考与实践之中。此研究将主要对武尔夫先生近些年来的研究成果加以介绍和品评,并试图对于其中的一些理念的实践可能性加以探讨,希望为我国的教育理论研究提供一个新的视角,为教育的实践创新带来更多的思路与可能。     

Mimesis in the Relationship between Art and Reality

The relationship between art and reality is broadly categorized according to mimesis. This paper attempts to examine the relationship among mimesis, art and reality in discussing criticisms of several representative classical literature theorists. Their concepts of mimesis lead them to take an important position regarding artistic creation.     

心理健康教育是德育的组成部分吗?--兼论心理健康教育与德育的关系

心理健康教育并不是德育的组成部分,二者之间既有区别,又有联系。其区别可以从起源、理论基础、特征、教育者队伍、学生观、目标、原则、内容、方法、评价等方面来论述;其联系则可以从内容、形式、方法、效果等方面来论述。在学校教育系统中,两者应保持各自相对的独立性,既不能混为一谈,也不能相互替代。强调在“以德育德”、“以心育心”的同时,注重“以心育德”争“以德育心”,可以提高新时期我国学校德育争心理健康教育的效果。     

让道德学习在欣赏中完成--试论欣赏型德育模式的具体建构

"欣赏型德育模式"希望解决这样一个道德教育中始终存在着的巨大的矛盾--教师的价值引导与学生的道德自主建构之间的矛盾.欣赏型德育模式的具体目标是"道德学习在欣赏中完成".这一具体目标的实现从逻辑角度可以具体表达为:1.建立参谋或伙伴式的师生关系;2.德育情境的审美化;3.在"欣赏"中完成价值选择能力和创造力的培养.欣赏型德育的前提是在德育过程中存在可以被学生欣赏的审美对象即"德育美".德育过程诸要素的审美化是这一模式建构的关键.为此必须进行道德教育活动的形式美、作品美和师表美的创造与欣赏.     

论道德教育向道德教化的转进

期以来,学校道德教育忽视道德的个体性,窒息了个体德道学习的自觉能力,割裂了道德生长的整体精神空间。社会发展和教育发展要求实现道德教育向道德教化的转进,创新德育工作理念和方法。     

大学生德育建设的反思与推进

浅析我国德育建设取得的成效,指出为避免当前高校道德说教功能弱化、道德调控功能弱化、道德选择混乱、道德约束乏力的现状,提出高校德育建设应确立德育指导地位、引导德育向现实生活回归、开展形式多样的道德实践教育、建立完善道德约束机制等各项举措。     

关于高校德育目标几个问题的思考

高校德育目标由纵向和横向两结构组成 ,具有政治性、重复性、层次性和序列性等方面的特征 ;确立与实施高校德育目标应遵循满足社会需要和满足个人需要相结合 ,坚持立足于现实与着眼于未来相结合、坚持精神效益和物质效益相结合的基本原则     

Aristotle’s conception of practical wisdom and what it means for moral education in schools

Aristotle took practical wisdom to include cleverness, and something more. The hard question, that he does not explicitly answer, is what this something more is. On my interpretation, the practically wise are not merely more knowledgeable about what is good for people. They are also better able to discern all the values at stake, in whatever circumstances they find themselves. This is an ability that good people develop, typically rather late in life, provided they are masters of their own affairs. According to Aristotle, this development is stunted by wickedness and also by wretchedness. It follows from his account that attempts to teach this virtue are not likely to succeed unless teachers have opportunities for developing practical wisdom through their work. Aristotle’s arguments give us reasons to doubt that teachers can help their students to become virtuous and wise, if their own way to earn a living is not conductive to human flourishing. If we take his message to heart, we should, first and foremost, think about how to steer clear of wretched work conditions, where teachers’ moral agency is narrowly circumscribed.     

小学英语教学中渗透道德教育的调查研究

道德教育指有目的地提高受教育者的道德觉悟,陶冶道德情感,树立道德品质。小学英语教学中渗透道德教育是指教师挖掘课文中的德育元素,运用适当的教学策略,培养学生良好的道德品质,最终达到教书育人之目的。本文旨在探索在小学英语教学中渗透道德教育的可行性与必要性,针对当下英语学科德育渗透现状、小学英语教师对道德教育渗透所持的态度、面临的问题及有关对策,采用问卷与访谈相结合的方式进行调查,为小学英语教学中渗透道德教育提出了行之有效的建议和教学对策。     

学生德育要讲艺术性

德育艺术就是教师将自己受到感动的典型事例拿来感动学生;德育艺术就是用坦诚坚持实事求是,使学生愿意从讲述者的体验和语言吸取真理和力量的艺术;德育艺术就是引导学生进行理性思考的艺术,自己睡着了,是叫不醒别人的.     

将艺术美融入道德教育

目前的道德教育一味强调科学和理性,难免走上一条唯理性之路。道德教育重视人格的培养,美对人格的培养具有一定的作用。艺术是美的,艺术美与人格相呼应。艺术的美与道德的善是相通的,艺术美追求艺术的人生境界。将艺术美融入道德教育,从而为偏理性德育注入艺术的美的清泉。     

德育与艺术教育的内在浸融刍议

德育与艺术教育不论在目的、内容、形式、手段诸方面都存在着相互融通、相辅相成的内在浸融关系,因而使得二者同时兼具理论与实践上的同构性.德育与艺术教育的内在浸融主要表现为:德育需要艺术的滋养,艺术也需要道德的支撑:艺术审美既是道德人生完成的手段,又是道德人所追求的最高目标;道德与艺术这两种文化意念本身也渗透着相互浸融的内在...