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一古往今来,历史一向被作为道德教育的手段加以利用。赫尔巴特强调历史学科是陶冶道德品性的重要手段。杜威认为历史是“永恒的建设性的道德遗产”,“历史教学将发挥最自然的伦理价值。”一部中国历史,不乏传统美德的内容。因此,在历史课堂教学中进行中华民族传统美德教育是很自然的事,也是历史教育工作者义不容辞的责任。关于在历史课堂教学中如何进行中华民族传统美德的教育,笔者已有另文专述。但是,为什么还要把在历史第二课堂中进行传统美德教育作为一个单独的问题提出来研究呢?这是
Throughout the ages, history has always been used as a means of moral education. Herbart emphasized that the history discipline is an important means of cultivating moral character. Dewey regards history as “an eternal and constructive moral legacy” and “historical teaching will play the most natural ethical value.” In a Chinese history, there is no shortage of traditional virtues. Therefore, it is natural to carry out the traditional virtue education of the Chinese nation in history classroom teaching, and it is also an unshirkable responsibility of historical educators. With regard to how to carry out the education of the traditional virtues of the Chinese nation in the history classroom teaching, I have already written a special article. However, why should the study of traditional virtue education in the second class of history be put forward as a separate issue?