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在扬弃以抽象化、客观化、普遍性道德知识的单向灌输为特征的传统知性德育的同时,道德教育也应避免陷入忽视引导儿童对道德知识有效建构的误区。为此,应基于具体的生活情境,引导儿童对道德知识的情境化建构;基于已有经验,引导儿童对道德知识的反思性建构;基于认知冲突,引导儿童对道德知识的冲突性建构;基于活动探究,引导儿童对道德知识的情感性和理性的双层建构。
While abandoning traditional intellectual moral education characterized by one-way inculcation of abstraction, objectification and universal moral knowledge, moral education should also avoid being caught up in the misunderstanding of ignoring and guiding children to effectively construct moral knowledge. To this end, we should guide the children to construct the contextualization of moral knowledge based on the specific life situations, guide the children’s reflective construction of moral knowledge based on the existing experience, guide the children’s constructive construction of moral knowledge based on the cognitive conflict, Based on the activities of inquiry, guide the children on the moral knowledge of emotional and rational dual-layer construction.