知行合一：中学德育实践模式研究

Unity of Knowledge and Action: Research on the Practical Mode of Middle School Moral Education

中文关键词:  中学德育实践；知行合一；德育效果类型

英文关键词:middle school moral educational practice, Unity of Knowledge and Action, typology of the effect of moral education

中文摘要:

      落实“立德树人”的根本任务，关键在于明确德育目标，实现全程育人、全方位育人。以“知行合一”为核心的德育框架，为中学开展德育实践提供了理论依据。在呈现形态上，“知行分离”“道德资本”“文化标签”“知行合一”四种类型，分别体现了不同层次的德育目标。本质上，道德教育是促进学生的道德水平由“知行分离”向“知行合一”转化的过程。其中，价值演化依靠文化宣传手段，理论上促进学生道德水平沿着“知行分离—道德资本—知行合一”的路径发展；行为演化依托社会实践活动，理论上促使学生道德认知沿着“知行分离—文化标签—知行合一”的路径转变。这一逻辑体现在中学德育实践活动的过程中，形成了较有特色的课程德育、仪式教育以及社会实践活动等德育模式。

英文摘要:

      The ultimate object of moral establishment and people cultivation is to achieve all-directional and whole progress in education. The key point of accomplishing this basic task is to clarify the objectives of moral education. In order to support middle school moral education, moral education typology framework which seeks the unity of knowledge and action as the core guides could be a principle. In presented morphology, “Separation of knowledge and action”, “Moral capital”, “Cultural label”, and “Unity of knowledge and action” reflected four different levels of moral education objects. In essence, moral education is a progress which promote the conversion in moral level of students from “Separation of knowledge and action ”to “Unity of knowledge and action”. Among them, value transformation which relies on the means of cultural propaganda theoretically promote students’ moral level along the path as “Separation of perceive and -Moral capital-Unity of knowledge and action”; Behavioral transformation which relies on social practice theoretically push students change moral cognition along the way as “Separation of perceive and -Cultural label- Unity of knowledge and action”. This logic runs through the practice of middle school moral education, and forms characteristic moral educational mode of curriculum, ritual education, social practices and so on.