摘要
青少年时期是从童年到成年的过渡期,成长中的青少年,需要连续的历程体验和情感培育。只有经过完整童年与青少年的情感体验,才能安全地进入成人世界。品德作为个体的稳定心理特征,不是与生俱来的,而是通过体验生成的。把道德学习的路径规定为人与世界的体验关系,是时代发展的新要求。体验学习是青少年成长的基础,当下是一个注重体验的时代,道德教育倡导体验学习,就是让青少年要有机会体验,学会深度体验,促进道德生成。只有当道德知识通过体验而发生变化时,道德学习才有可能促进道德的生成与发展,也只有将道德学习的内容转化为主动体验的过程,道德学习才能发挥最大的教育作用。
The adolescence is a transitional period from childhood to adulthood. The growing - up teenagers need incessant experiencing and emotion cultivation. Only after experiencing a complete childhood and adolescent emotion experience can they go safely into the adult world. Morality, as a stable psychological feature of the individual, is not iuberent but forms through experiences. Taking the way of learning morals as the experiential relation between man and the world is a new demand of the times development. Experiential learning is the foundation of generating teenagers＇ morals. It is at present that experiencing is much emphasized. Moral education advocates experiential learning, that is, to let teenagers have the opportunity to experience, learn to experience a lot in a profound way, so as to promote the formation of morals. Only when moral knowledge begins to improve through experiencing can moral learning promote the formation and development of morals. And only when the content of moral leaming turns into a process of active experiencing can moral learning make the fullest contribution to education.
出处
《上饶师范学院学报》
2011年第4期82-86,共5页
Journal of Shangrao Normal University
基金
江西省社会科学"十二五"规划项目(10ZX23)
关键词
青少年
体验学习
基石
道德生成
teenagers
experiential learning
foundation
formation of morals
