所有的教学都应该有教育性,而不是单纯的传递知识的技术活,没有教育性的教学是苍白无力的。《上海教育》:此次调查是您主持的市级课题“价值多元背景下语文学科德育建设的实证研究”的阶段性成果,请您介绍一下这项课题研究的目的以及此次调查的价值和意义。于漪:2005年,上海提出“两纲”教育和学科德育的概念,主张德育要深入到学科领域。对此,我非常赞同。因为学生的成长一定是德性和智性共同成长的结果,他们既要具有科学文化素质,又要懂得做人的道理,懂得为祖国、为人民服务,而其中德性是成长的一个根本。学生进学校学习,绝大部分时间是在课堂里度过的,因而课堂教学对学生生命的成长、德性和智性的发展具有至关重要的影响。从学科本身来讲,任何学科的知识都是人们认识社会和自然的结果,知识背后蕴藏着可歌可泣的人的精神,因此所有的教学都应该有教育性,而不是单纯的传递 All teaching should be educational, not a mere technical transfer of knowledge. Educative teaching is pale and weak. “Shanghai Education”: This survey is the staged outcome of the municipal-level research topic entitled “Empirical Research on the Construction of Moral Education in Chinese Literature under the Background of Multiple Values”. Please tell us about the purpose of this research project and the survey Value and meaning. Yu Yi: In 2005, Shanghai proposed the concept of “two programs” education and subject moral education, and advocated that moral education should go deep into the field of disciplines. In this regard, I very much agree. Because the students’ growth must be the result of common development of virtue and intelligence, they should not only have the qualities of science and culture, but also understand the truth of being a human being, know how to serve the motherland and the people, and virtue among them is a fundamental part of their growth. Students into the school, most of the time spent in the classroom, so classroom teaching on the growth of student life, moral and intellectual development is crucially important. From the discipline itself, the knowledge of any discipline is the result of people’s understanding of society and nature. The knowledge behind the knowledge is epic, so all teaching should be educational rather than purely passing