摘要
大学生道德发展呈现出道德认知从感性走向理性,道德规范由他律转变为主要依靠自律,道德评价由单一性的评价体系变为综合性的评价体系,道德目标由养成教育向成人教育过渡等特点。由此出发,在日常德育工作中应加强师生的交流沟通,发挥学生自我教育的主体作用,发挥德育的整体教育功能,融学校、家庭、社会的德育教育为一体,以唤醒和培养大学生的理想、情操、良知、信念和完整人格,使道德规范成为他们的内在约束力。
College students' moral development is in the period of maturing, that is, in the process of converting from sensation to rationality and from enforcement to self-control. Moral education is assessed by a comprehensive system rather than a single one. Moral objectives are advancing from self-development toward adult education. Based upon the interaction and communication between teachers and students, students' self-education and the educational functions of moral education should be made best of. Meanwhile, schools, families and the society should work together to awaken and cultivate students' ideals, noble virtues, lofty conscience, firm belief and complete characters, so that moral regulations will become their inner restricting force.
出处
《扬州大学学报（高教研究版）》
2003年第4期70-72,共3页
Journal of Yangzhou University（Higher Education Study Edition）
关键词
德育教育
道德认知
道德规范
德育整体教育功能
moral education
moral recognition
moral regulations
overall functions of moral education
