传统文化中的人格塑造问题探讨——以中国人物传记阅读为例

中国历史人物传记作为传统文化教育的重要材料,可以作为塑造读者人格的重要资源。历史人物作为人格概念的具体化、人格教育的形象化,奠定了基于传统文化教育的人格塑造的逻辑起点。基于传记阅读的人格塑造,其基本内容包括：我与我的关系建设、我与他的关系处理、我与生活的关系重建三个基本的维度。在具体技术上,服务于人格陶冶的历史人物传记阅读需要：唤起学生完善人格的需要、让学生成为文本阅读主体、提供正反结合的多面型材料、将人物传记阅读纳入选修课程。同时,需要处理好故事与感情、人物与背景、过去与现在、主观与客观等诸多关系。

Reading Biographies of Historical Figures and Personality Building

Biographies of important historical figures, which are important source materials for cultural heritage education, are a useful tool for personality development of the readers. The reification of personality concepts and the visualization of personality education constitute the rational for personality building based on traditional culture education. Personality building through biography reading includes three dimensions： the establishment of a relationship between self and one’s ego, the establishment of a relationship between the reader’s self and him, and the establishment of a relationship between the reader’s self and life. Biography reading should be introduced as an elective course. Technically, for the purpose of personality development, the selection of biographies of historical figures must meet these requirements： 1） they must be capable of arousing the reader’s motivation for personality development, 2） they must encourage independent reading, 3） they must be diversified in terms of character types, and 4） they must be well written in terms of the relationships between the plot and the emotions, the character and the background, the past and the present, the subjective and objective.