论文部分内容阅读
技工院校在德育过程中,大都仍然采用课堂教学讲授、期中、期末考试等方式来巩固、检查学生道德知识的掌握情况。这一德育方式不仅忽视了当前学生的时代特征、个体特征以及心理生理特,更是直接把德育简单等同于道德知识的掌握,严重忽视了学生在社会、学校、家庭生活等多样化的道德实践中所产生的真实而宝贵的道德体验的作用,从而使得学校德育无法在学生的德育成长过程中发挥积极作用,更无法内会为学生的道德行为,尤为严重的是甚至有可能弱化教师在学生道德成长过程中引导作用。
In the process of moral education in technical college, most of them still use the methods of classroom teaching, mid-term and final examinations to consolidate and check the mastery of students’ moral knowledge. This way of moral education not only ignores the current characteristics of the students, individual characteristics and psychological and physical characteristics, but also directly equates moral education with the mastery of moral knowledge. It seriously neglects the moral practice of diversified students in society, schools and family life So as to make the moral education in school unable to play an active role in the process of moral education development of students and moreover it can not be the ethical behavior of students. In particular, it is even possible to weaken teachers’ Moral growth in the process of guiding role.