摘要
教育者对于"道德"特征的认识和把握,潜在地决定了学校道德教育特殊的性质以及活动的效果。道德的产生和发展在于满足人的生存、生活需要,因此,不能离开人的生存、生活和发展来进行道德教育。道德是指"不是不道德",它区别于无休止的"更道德",这是判断学校道德教育是否有效的标准。道德出于人的自觉、自愿,作为外部环境刺激的奖励并不能培养道德,道德教育要慎用奖励。
The acknowledgment and grasp of an educator for the features of ＂morality＂ potentially determines the special nature of school moral education and its validity of the practices. The origin and development of morality lies at meeting the needs of people＇s survival and life, therefore, the moral education cannot be made far from one＇s existence, life and development. Morality refers to ＂non-immoral＂, but is distinguished from the unceasing ＂ more moral＂, which is a standard to judge whether the school moral education is effective. Out of one＇s self-consciousness and free will, the award that is used as the external stimulus from the environment could not cultivate one＇s morality, and thus moral education should be careful to use the awards.
出处
《中国德育》
2008年第10期23-27,共5页
Moral Education China
关键词
道德
道德教育
有效性
morality, moral education, effectiveness
