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一、“我来……”式教育活动的由来 长期以来,学校德育工作的实效性不理想,究其原因,关键在于传统的教育观念所致。以往的德育工作,强调学生是教育的对象,忽视学生是教育的主体;重视外部的教育影响,忽视受教育者的内在动力;重视道德的理论灌输、行为训练和制度管理,忽视学生自我教育,自主能力的培养。 我们以为,人之所以成为人的根本原因,是因为人具有主观能动性。人的成长过程是一个认识不断深化的过程。这个认识发展过程并非完全由外铄而成,而是人的自主要求,只有人作为主体积极主动参与方能完成。因此,学校德育工作应是教育与自主教育的辩证统一过程,是培养离开学校和家庭以后能独立根据社会发展需要,不断调节和提高自己的社会成员。
First, “I come ...” The origin of educational activities For a long time, the actual effectiveness of school moral education is not ideal, the reason, the key lies in the traditional concept of education. The moral education in the past emphasizes that students are the objects of education and students are the main body of education. Emphasis is placed on external educational influences and neglect of internal motivation of educators. Emphasis on moral instillation, behavioral training and system management, neglect of students’ self-education, Cultivation of independent ability. We think that the fundamental reason why people become human beings is that people have the initiative. Human growth is a process of deepening understanding. This process of understanding and development is not entirely made up of the nephew, but the self-determination of mankind, and only man can take the initiative to participate as the main body. Therefore, the moral education in schools should be the dialectical unification of education and self-education, and be a member of the society who can adjust and improve oneself continuously according to the needs of social development after leaving school and family.