目前农村高中德育存在的问题分析及对策思考
摘要
农村高中德育是一个到目前为止尚未得到深入、系统研究的课题。本文以马克思主义理论为指导，紧密结合农村高中的实际，对目前农村高中德育存在的问题及成因进行了深入、细致的分析，在此基础上提出了加强和改进农村高中德育工作的若干对策。
论文认为目前农村高中德育存在的问题主要有：一是德育地位不落实，重智轻德倾向严重。表现为：学校德育组织机构发挥作用不够；德育课时落实不到位，德育活动开展不够。二是德育目标笼统，缺乏层次性和针对性。三是德育内容陈旧，缺乏整合与创新。表现为：中学思想政治课教材的知识化、说教倾向严重；德育内容陈旧，缺乏整合与创新。四是德育方式简单，手段落后。五是德育主体作用发挥不够。
论文对农村高中德育问题的成因进行了分析，认为其原因主要有：一是德育环境的复杂性以及其中某些因素的消极影响；二是学校对德育工作缺乏足够的重视和必要的投入；三是缺乏对农村高中生特点及德性修养需求的认识。
论文提出了加强农村高中德育工作的对策：一是提高对中学德育地位及重要性的认识。思想品德素质是人的各项素质中最为重要的素质；德育是培养全面发展的人的重要举措。二是进一步明确德育目标和内容，使之更具有层次性和针对性。德育目标要更具体、更具有层次性和针对性；增加符合农村高中实际的德育内容：关注和指导学生的学习生活，关注和指导学生的交往生活，关注和引导学生的日常生活方式和生活习惯。三是切实加强中学德育的组织领导，建立校内、校外德育网络，形成德育合力。四是在充分发挥教师的德育主体性作用的同时，重视学生的德育主体地位和作用。五是改进德育方法，广泛开展丰富多彩的德育活动。六是积极开展学生心理健康教育。七是加强校园文化的建设。
Up till now, moral education in countryside middle schools has not been researched thoroughly and systematically. Under the leading of Marxism, firmly connected with countryside middle school practical condition, the author of this thesis has not only made a detailed research about the problems of middle school moral education but also give several methods to improving and strengthening working.
The author puts forward the view that the main problems of middle school moral education are as follows. Firstly, the unstable status of moral education and more emphasizing intelligence instead of morality are serious. It indicates that moral education organizers are not efficient and time is not sufficient. Neither are moral education activities carried out completely. Secondly, the aim of moral education is too vague, which lacks of clear gradation and strong aim. Thirdly, it is old-fashion in its content and is short of combination and creation. It shows that politics teaching materials focus too much on knowledge and moral stories are frequent. It also shows that it is old-fashion in its content and is short of combination and creation. Fourthly, easy ways and backward means in moral education are taken. And last the main effect of moral education is inadequately expanded.
The author thinks that the problems of middle school moral education in the countryside are due to three main reasons. Firstly, moral education atmosphere is complicated and some factor in it brings bad effects. Secondly, schools haven't realized the importance of moral education or given any necessary devotion to it. Thirdly, more knowledge is needed about the characteristics of middle school students in the countryside and also their demand of moral cultivation.
The author also offers some methods to strengthen the moral education. Firstly more attention should be focused on the importance and its position. The author also puts forward the view that political, ideological and moral education is the most important one in people's qualities. Therefore, moral education is the most important way to bring up well-rounded talents. Secondly, confirm the aim and
content of moral education, making it clearer in aiming and gradation. More content in accord with the reality of countryside middle schools should be added. The studies, lives, communication, life-style and living habits of students should be concerned and constructed Thirdly, the organizing and leading of moral education should be strengthened. The author advises to set up an open network for moral education to strengthen the positive compound force form various fields. Fourthly, the author points out that the teachers should not only play the important role but also emphasizes the position and the part that the students play in moral education. Next, improving ways of moral education and carrying out colourful moral education activities are necessary. Then healthy ideological education should be carried out actively. At last, strengthen the campus culture construction.
论文认为目前农村高中德育存在的问题主要有：一是德育地位不落实，重智轻德倾向严重。表现为：学校德育组织机构发挥作用不够；德育课时落实不到位，德育活动开展不够。二是德育目标笼统，缺乏层次性和针对性。三是德育内容陈旧，缺乏整合与创新。表现为：中学思想政治课教材的知识化、说教倾向严重；德育内容陈旧，缺乏整合与创新。四是德育方式简单，手段落后。五是德育主体作用发挥不够。
论文对农村高中德育问题的成因进行了分析，认为其原因主要有：一是德育环境的复杂性以及其中某些因素的消极影响；二是学校对德育工作缺乏足够的重视和必要的投入；三是缺乏对农村高中生特点及德性修养需求的认识。
论文提出了加强农村高中德育工作的对策：一是提高对中学德育地位及重要性的认识。思想品德素质是人的各项素质中最为重要的素质；德育是培养全面发展的人的重要举措。二是进一步明确德育目标和内容，使之更具有层次性和针对性。德育目标要更具体、更具有层次性和针对性；增加符合农村高中实际的德育内容：关注和指导学生的学习生活，关注和指导学生的交往生活，关注和引导学生的日常生活方式和生活习惯。三是切实加强中学德育的组织领导，建立校内、校外德育网络，形成德育合力。四是在充分发挥教师的德育主体性作用的同时，重视学生的德育主体地位和作用。五是改进德育方法，广泛开展丰富多彩的德育活动。六是积极开展学生心理健康教育。七是加强校园文化的建设。
Up till now, moral education in countryside middle schools has not been researched thoroughly and systematically. Under the leading of Marxism, firmly connected with countryside middle school practical condition, the author of this thesis has not only made a detailed research about the problems of middle school moral education but also give several methods to improving and strengthening working.
The author puts forward the view that the main problems of middle school moral education are as follows. Firstly, the unstable status of moral education and more emphasizing intelligence instead of morality are serious. It indicates that moral education organizers are not efficient and time is not sufficient. Neither are moral education activities carried out completely. Secondly, the aim of moral education is too vague, which lacks of clear gradation and strong aim. Thirdly, it is old-fashion in its content and is short of combination and creation. It shows that politics teaching materials focus too much on knowledge and moral stories are frequent. It also shows that it is old-fashion in its content and is short of combination and creation. Fourthly, easy ways and backward means in moral education are taken. And last the main effect of moral education is inadequately expanded.
The author thinks that the problems of middle school moral education in the countryside are due to three main reasons. Firstly, moral education atmosphere is complicated and some factor in it brings bad effects. Secondly, schools haven't realized the importance of moral education or given any necessary devotion to it. Thirdly, more knowledge is needed about the characteristics of middle school students in the countryside and also their demand of moral cultivation.
The author also offers some methods to strengthen the moral education. Firstly more attention should be focused on the importance and its position. The author also puts forward the view that political, ideological and moral education is the most important one in people's qualities. Therefore, moral education is the most important way to bring up well-rounded talents. Secondly, confirm the aim and
content of moral education, making it clearer in aiming and gradation. More content in accord with the reality of countryside middle schools should be added. The studies, lives, communication, life-style and living habits of students should be concerned and constructed Thirdly, the organizing and leading of moral education should be strengthened. The author advises to set up an open network for moral education to strengthen the positive compound force form various fields. Fourthly, the author points out that the teachers should not only play the important role but also emphasizes the position and the part that the students play in moral education. Next, improving ways of moral education and carrying out colourful moral education activities are necessary. Then healthy ideological education should be carried out actively. At last, strengthen the campus culture construction.
引文
[1] 王道俊、王汉澜．教育学．人民教育出版社．1989．330．
[2] 陈升．关于青少年思想道德教育状况的调查报告．人大复印资料．青少年导刊．2001-3．
[3] 赵祥麟、王承绪．杜威教育论著选．华东师范大学出版社．1981．349．
[4] 丁喻．中学生思想品德表现“游离”现象的成因及其教育对策．教育研究．1987-3．
[5] 单振涛．学校德育的功利化倾向及其成因分析．教育研究与实验．1997-4．
[6] 戚万学．20世纪西方道德教育主题的嬗变．教育研究．2003-5．
[7] 张澍军．论德育的前提性承诺．教育研究．2003-2．
[8] 江泽民．关于教育问题的谈话．人民日报．2000-3-1．
[9] 瓦．阿．苏霍姆林斯基．培养全面发展的个性的问题．教育科学中的德育．四川人民出版社．1983．170．
[10][17][21] 班华．现代德育论．安徽人民出版社，2001．351-352、146-147、181．
[11] [苏]伊斯马里延科著．牟正秋、王明辉译．德育过程原理．人民教育出版社，1985-1．44．转引自张耀灿．中学德育理论与实践．1994-8-1．199．
[12][22] 宜昌首现“父子教育合同”．初中生投诉班主任乱罚款．我们这样当“孩子王”．武汉晚报．2003-10-31、2003-11-14、16．
[13] 安奈利斯．安德森．展望九十年代的美国．北京社会科学文献出版社．1991．23．
[14] 涂艳国．走向自由----教育与人的发展问题研究．华中师范大学出版社．1999．300．
[15] 联合国教科文组织国际教育发展委员会．学会生存．北京教育科学出版社．1996．108．
[16][19] 鲁洁、王逢贤．德育新论．江苏教育出版社．2000．93-94．
[18] 马卡连柯著．刘长松等译．论共产主义教育．人民教育出版．1962．237．
[20] 瞿葆荃．教育学文集·课外校外活动．人民教育出版社．1991．403-404．
1．班华．现代德育论．安徽人民出版社．2001．
2．鲁洁、王逢贤．德育新论．江苏教育出版社．2000．
3．张耀灿．中学德育理论与实践．湖北教育出版社．1994．
4．高继辉、钱可铭．中学德育理论与实践教程．高等教育出版社．1994．
5．陈万柏．思想政治教育学原理新编．华中师范大学出版社．2000．
6．冯克诚．德育实论．教育科学出版社．1990．
7．中学德育大纲．人民教育出版社．1995。
8．中共中央关于进一步加强和改进学校德育工作的若干意见．中国教育报．1994-8-31．
9．中共中央国务院关于深化改革全面推进素质教育的决定．中国教育报．1999-6-13．
10．关于当前积极推进中小学实施素质教育的若干意见．中国教育报．1997-10-29．
11．柳斌．学校德育工作全书．九州图书出版社、人民日报出版社．1998．
12．章志光．德育心理学．教育心理学参考资料选辑．山东教育出版社．1982．
13．王道俊、王汉澜．教育学．人民教育出版社。1989-2．
14．赵祥麟、王承绪．杜威教育论著选．上海华东师范大学出版社．1981．
15．张卓玉．现代教育思想．北师大出版社．1996．
16．缪建东、徐亚莲．中学教育力量整合．南京师范大学出版社．1999-4-1．
17．李学农．中学班级文化建设．南京师范大学出版社．1999-4-1．
18．涂艳国．走向自由—教育与人的发展问题研究．华中师范大学出版社．1999．
19．联合国教科文组织国际教育发展委员会．学会生存．教育科学出版社．1996．
20．[加]N．戈培尔、[英]J．波特、万喜生译．教师的角色转换．湖南教育出版社．1991．
21．叶秀山．美的哲学．人民出版社．1991．
22．戚万学．20世纪西方道德教育主题的嬗变．教育研究．2003-5．
23．刘惊铎．体验：道德教育的本体．教育研究．2003-2．
24．张澍军．论德育的前提性承诺．教育研究．2003-2．
[2] 陈升．关于青少年思想道德教育状况的调查报告．人大复印资料．青少年导刊．2001-3．
[3] 赵祥麟、王承绪．杜威教育论著选．华东师范大学出版社．1981．349．
[4] 丁喻．中学生思想品德表现“游离”现象的成因及其教育对策．教育研究．1987-3．
[5] 单振涛．学校德育的功利化倾向及其成因分析．教育研究与实验．1997-4．
[6] 戚万学．20世纪西方道德教育主题的嬗变．教育研究．2003-5．
[7] 张澍军．论德育的前提性承诺．教育研究．2003-2．
[8] 江泽民．关于教育问题的谈话．人民日报．2000-3-1．
[9] 瓦．阿．苏霍姆林斯基．培养全面发展的个性的问题．教育科学中的德育．四川人民出版社．1983．170．
[10][17][21] 班华．现代德育论．安徽人民出版社，2001．351-352、146-147、181．
[11] [苏]伊斯马里延科著．牟正秋、王明辉译．德育过程原理．人民教育出版社，1985-1．44．转引自张耀灿．中学德育理论与实践．1994-8-1．199．
[12][22] 宜昌首现“父子教育合同”．初中生投诉班主任乱罚款．我们这样当“孩子王”．武汉晚报．2003-10-31、2003-11-14、16．
[13] 安奈利斯．安德森．展望九十年代的美国．北京社会科学文献出版社．1991．23．
[14] 涂艳国．走向自由----教育与人的发展问题研究．华中师范大学出版社．1999．300．
[15] 联合国教科文组织国际教育发展委员会．学会生存．北京教育科学出版社．1996．108．
[16][19] 鲁洁、王逢贤．德育新论．江苏教育出版社．2000．93-94．
[18] 马卡连柯著．刘长松等译．论共产主义教育．人民教育出版．1962．237．
[20] 瞿葆荃．教育学文集·课外校外活动．人民教育出版社．1991．403-404．
1．班华．现代德育论．安徽人民出版社．2001．
2．鲁洁、王逢贤．德育新论．江苏教育出版社．2000．
3．张耀灿．中学德育理论与实践．湖北教育出版社．1994．
4．高继辉、钱可铭．中学德育理论与实践教程．高等教育出版社．1994．
5．陈万柏．思想政治教育学原理新编．华中师范大学出版社．2000．
6．冯克诚．德育实论．教育科学出版社．1990．
7．中学德育大纲．人民教育出版社．1995。
8．中共中央关于进一步加强和改进学校德育工作的若干意见．中国教育报．1994-8-31．
9．中共中央国务院关于深化改革全面推进素质教育的决定．中国教育报．1999-6-13．
10．关于当前积极推进中小学实施素质教育的若干意见．中国教育报．1997-10-29．
11．柳斌．学校德育工作全书．九州图书出版社、人民日报出版社．1998．
12．章志光．德育心理学．教育心理学参考资料选辑．山东教育出版社．1982．
13．王道俊、王汉澜．教育学．人民教育出版社。1989-2．
14．赵祥麟、王承绪．杜威教育论著选．上海华东师范大学出版社．1981．
15．张卓玉．现代教育思想．北师大出版社．1996．
16．缪建东、徐亚莲．中学教育力量整合．南京师范大学出版社．1999-4-1．
17．李学农．中学班级文化建设．南京师范大学出版社．1999-4-1．
18．涂艳国．走向自由—教育与人的发展问题研究．华中师范大学出版社．1999．
19．联合国教科文组织国际教育发展委员会．学会生存．教育科学出版社．1996．
20．[加]N．戈培尔、[英]J．波特、万喜生译．教师的角色转换．湖南教育出版社．1991．
21．叶秀山．美的哲学．人民出版社．1991．
22．戚万学．20世纪西方道德教育主题的嬗变．教育研究．2003-5．
23．刘惊铎．体验：道德教育的本体．教育研究．2003-2．
24．张澍军．论德育的前提性承诺．教育研究．2003-2．
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