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1.道德观念游离于学生的行为。道德行为的规范和规则如果只是调节人的外在行为,对美好生活的向往就很难得到合理性的满足。生活的公共世界是由人们的交流和行为契约组成的,生活就是道德自觉的践行,学生的精神世界走向贫瘠,就谈不上人格素养的形成。2.德育实践处于边缘化。德育在学校教育体系中位置下降的直接原因,是学校办学质量的评估指标没有突出德育的重要位置,而仅是理论化的呈现,因此道德的权威性降低,德育实践大打折扣。
1. Moral concepts free from student behavior. If the norms and rules of moral behavior merely regulate the external behavior of human beings, the longing for a better life can hardly be rationally satisfied. The public life of the world is composed of people’s exchange and behavioral contract, life is the practice of moral consciousness, the student’s spiritual world to the barren, it can not be said that the formation of personality. 2. Moral education is marginalized. The direct reason for the decline in the position of moral education in the school education system is that the evaluation index of the quality of school administration does not highlight the important position of moral education, but only represents theorization. Therefore, the moral authority is reduced and the practice of moral education is greatly reduced.