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我国小学《品德》教材内蕴着多元性、规范性与结果性的叙事倾向,依托这样的教材进行道德教育是欠妥的。因为对于“多元—宽容”“规范—同意”与“结果—算计”的强调,将不可避免地淡化甚或消解学生对于美好生活的追求,这显然有违道德教育的本义。鉴于此,需要在既定的多元性、规范性与结果性等叙事倾向中践行追求美好、向善的德育理念,从而为《品德》教材保留一种追问美好生活的动力和努力。
The “morality” textbook of primary school in our country contains a pluralistic, normative and consequential narrative tendency. It is not proper to rely on such textbooks for moral education. Because the emphasis on “multivariate - Tolerance ” “norm - agree ” and “result - count ” will inevitably dilute or even eliminate the students’ pursuit of a better life, which obviously violates the original meaning of moral education. In view of this, it is necessary to practice the philosophical concept of good and good morality in narrative tendencies such as established pluralism, normativity and result, so as to reserve a motive force and effort for pursuing a better life for the “morality” teaching material.