国内外品德测评方法述评与展望

品德测评是现代德育心理科学研究的一个难点,从学者们对品德测评概念的不同诠释就可见一斑.品德测评方法的研究应该借鉴国外经典品德测评研究方法,发掘我国古代品德考评经验,反思我国当代品德测评方法,解决品德测评研究的"三度" (信效度、预测度、可行度)问题,做到科学性、时代性和民族性的统一.     

近年我国品德测评方法分类述评

以往学者们对于品德测评方法的分类局限于单一角度,本文摒弃了传统的分类方法,通过测评主体、测评客体、测评方法三个维度对于目前流行的品德测评方法加以划分,并探讨了各自维度内不同选择的优劣之处,在力求构建一个系统、立体、规范化的品德测评方法体系的同时,对于近年我国品德测评的主要方法进行了评析.     

我国中小学生品德测评指标体系建构的理论反思

本文通过文献研究,对我国自80年代以来中小学生品德测评指标体系的构建进行了梳理后发现,我国理论界对品德测评的内涵认识较为一致,对品德测评指标体系建立的依据有不同侧重,品德测评指标体系的设计方法仍不够成熟.目前中小学生品德测评指标体系需要以时代变革的视角,更加重视以促进学生道德品质的发展为导向,重新加以构建.     

近20年学生品德测评研究的回顾

有关品德测评的研究,是一个不断提出问题、不断思考、不断深化的过程。近20年来,我国学术界对品德测评的可行性、品德测评的功能、测评的依据以及测评的具体方法等问题进行了深入研究。测评工作在理论和操作层面都取得了很大进展,朝着科学化的方向不断推进。然而当前有些学校的品德测评仍然流于形式,测评标准和内容不确定,实施过程不科学,测评环境有待优化。     

学生品德测评的反思与重构—档案袋评价理念的解读与应用

品德测评是各校德育工作与德育效果的契合点,对整个德育过程起着一种调控作用。本文对学生品德测评存在的问题进行反思,并引入档案袋评价的理念和方法,以求突破传统的品德测评模式,使得学校品德测评工作取得新进展。     

我国党政干部品德测评研究述评

品德测评是我国党政干部选拔中的难点问题。目前我国关于党政干部品德测评的研究多为理论性的研究,而实证性的研究几乎寥寥,同时关于研究内容和测评方法存在不同的看法,没有科学、统一、公认的标准。党政干部品德测评研究,要取得实效应遵循几个基本原则,即：掩蔽性、避免社会赞许性、预测性、避免虚假性。文章同时提出加强党政干部品德测评的指标体系、量化研究和工具及新的测评手段研究的建议。希望能够对今后我国党政干部的品德测评及选拔工作的深入发展有所裨益。     

高职生品德测评方法探索

高职生品德测评存在重结果轻过程、重现象轻本质、重个体轻联系等问题,影响德育效果。因此,创新高职生品德测评方法应采用多因素四级赋分平均点评法;集合各种已成型德育评价方法的优点,设计精密的综合评价指标体系。     

学生品德测评系统的改革与探索

德育评价是德育过程中不可或缺的重要环节。德育评价的科学化与规范化 ,是提高德育实效性的重要条件 ,尝试建立“生态—激励性”品德测评系统 ,有可能将品德测评的科学化进程推进一步。现代品德测评的特点是发展性、主体性和生态性     

我国台湾地区小学品德测评实践与启示

我国台湾地区小学品德测评工作,以核心价值为标准,坚持测评主体和场所多元,注重多方沟通,重视对学生日常表现的考察。在大陆地区今后的德育工作中,品德测评需瞄准测评目的,发挥测评教育功能;拓展测评主体,丰富测评内容;强化过程测评,善用多元方法。     

当前品德测评方法改革趋向分析

如何提高学生的品德素质，这是中国面向２１世纪教育工程中的一个重大课题，为此，中共中央１９９４年８月３１日专门颁发了《关于进一步加强和改进学校德育工作的若干意见》。研究表明品德测评既是品德素质培养中不可缺少的中心调节环节，又是开发与促进其它素质发展的重要手段，了解与分析当前品德测评的改革趋向，对于有效发挥品德测评的功能以及德育方法的研究与改进，均有着重要的意义。本文以大量调研材料为依据，比较全面系统地揭示了当前品德测评方法改革的各种趋向，重点分析了教育化、客观化、区分化、效用化、综合化与现代化等六大趋向，为品德测评方法的深入研究与改革提供了理论依据。     

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。     

Oppositional defiance,moral reasoning and moral value evaluation as predictors of self-reported juvenile delinquency

This study investigated the relationships among oppositional defiant attitudes, moral reasoning, moral value evaluation and self-reported delinquent behaviour in adolescents (N = 351, M_AGE = 13.8 years, SD_AGE = 1.1). Of particular interest were the moderating effects of age, educational environment and gender on the relationship between moral reasoning and delinquency. The results indicate that oppositional defiance was a strong positive correlate of delinquent behaviour, particularly in late adolescence. Furthermore, moral reasoning was modestly and negatively related to delinquency, but only for males. No moderating effects for educational environment were observed. Moreover, moral value evaluation was uncorrelated with delinquent behaviour when controlling for other sociomoral processes. These findings invite further research on the relationship between attitudes and behaviour, with respect to causal links and practical applications within behavioural interventions.     

浅析英语教学评价和教学反思

教学评价和教学反思在英语教学中是决定教学成效的关键所在,正确科学的评价可以使教师获得好的教学效果,成为学生学习的动力;教学反思和总结则会让老师了解自身的不足,以便在教学实践中扬长避短。本文主要阐释了教学中的教学评价和教学反思的方式,以及列举出英语教学课堂中的实际案例来说明教学评价和教学反思在教学中的应用。     

加强和创新研究生德育工作的思索

随着我国社会主义市场经济体制的进一步完善和现代化战略目标的逐步实现,研究生教育迅速发展已是必然,研究生德育工作愈显重要.新的形势要求我们必须加强和创新研究生德育工作.要准确把握当前研究生德育工作的现状,明确加强和创新研究生德育工作的重要性和紧迫性,采取加强和创新研究生德育工作的具体措施.     

Teacher reflection: the development of a typology

In this article, a contribution is made to the discussion of reflection on the part of teachers. The discussion to date has shown that reflection must be broad and deep. However, just what constitutes broad and deep reflection and the relations between the two remain unclear. After consideration of the characteristics of broad and deep reflection, three domains of broad reflection are distinguished (i.e. the pragmatic, ethical and moral domains). Closed versus open approaches to deep reflection are also then distinguished which produces a typology of six reflection possibilities. Empirical support for this typology was gathered via interviews with 11 experienced secondary school teachers. The content of the interviews addressed actual difficult decision situations which the teachers had experienced, and application of the constant comparative method showed the teachers to indeed use the six reflection possibilities when they reflected upon the difficult decision situations. A clear preference for closed types of pragmatic and ethical reflection over open or moral reflection was shown. The conclusion is that the proposed typology can be used to map teacher reflection. The results further suggest that the breadth and depth of teacher reflection are in need of development and that the relations between teacher reflection and their professional behaviour should be examined in greater detail.     

影像暴力对青少年的道德影响

影像暴力在影像市场大行其道,既有其历史的渊源,人性的弱点等原因,又有人为的发掘和强化。就其形态而言,可划分为话语暴力、行为暴力和观念暴力,各有不同影响。应推行民族化的影像生产和艺术表现策略,高度重视影视文化安全,积极研究和防范影像暴力对中华民族特别是青少年大众的多种影响。     

浅谈音乐教学评价的方法及原则

音乐教学评价广泛地存在于音乐教学活动,是音乐教学的重要环节,是检验音乐教学效果、激励、促进学生全面发展的重要方法。文章通过分析传统音乐教学评价的不足,论述了现代音乐教学评价的方法及原则。     

Critical thinking, education, and postmodernity: Possibilities and limitations for moral education

The contemporary educational discourse on critical thinking, as one of the primary aims of education. has been divided into the spheres of modernist defense and post-modernist criticism. Critical of both positions, this paper attempts to find a new way of employing critical thinking, especially for the purposes of moral education, by drawing on Bernard William’s concept of “ethical reflection.” It will be shown that employing critical thinking for the fostering of ethical reflection in our young students can lead them into an “understanding” of ethical, rather than “ethical knowledge,” which enables them to properly deal with moral relativism in a culturally pluralistic society. This paper then explores the educational possibilities presented by Socrates’ teaching method as an example of this employment, though not without consideration of the attendant educational limitations and dangers.     

对“无灌输道德教育”研究的回顾与思考

对道德灌输的批判和对无灌输道德教育理论的构建,构成了20世纪西方道德教育的理论生态,移植与反思成为近年来国内对无灌输道德教育研究的主要观点。对无灌输道德教育的研究应坚持“两点论”,弃其局限性,扬其合理性,将之吸纳到道德灌输理论中,丰富灌输理论的内涵。     

Exploring scientific,artistic, moral and technical reflection in teacher action research

Reflection in action research is a complicated matter because of the many domains of reflection and most significantly, the lack of understanding of these domains of reflection in action research and how these are supported. In this paper, we propose a framework based on four domains of reflection, namely, scientific, artistic, moral and technical reflection. We describe an initial attempt to use this framework in relation to the actual practice of teacher reflection in action research and show that the framework allowed us to map the various domains of reflection that teachers use in relation to their action research. This helped us to gain insight into the differences and the course of reflection in action research. We discuss how the framework – through orientation, differentiation and deepening – might provide support for reflection in action research.