本文關(guān)鍵詞：科爾伯格道德認(rèn)知發(fā)展理論對我國青少年思想政治教育的啟示，由筆耕文化傳播整理發(fā)布。

        青少年強(qiáng)則國強(qiáng),青少年興則民族興。的確,青少年是我們國家明天的建設(shè)者和主人翁,中華民族的振興、國家綜合國力的增強(qiáng),在很大程度上既取決于他們是否具有良好的文化知識,更取決于他們是否具有良好的思想政治素質(zhì)和道德品質(zhì)。當(dāng)今中國正處于轉(zhuǎn)型時期,如何引導(dǎo)青少年逐步形成正確的世界觀、人生觀和價值觀,培養(yǎng)他們具有良好的思想政治素質(zhì)和道德品質(zhì)已越來越受到全社會的關(guān)注。同時這也給我國青少年思想政治教育提出了重大挑戰(zhàn),面對諸多新情況和新問題,青少年思想政治教育體系的創(chuàng)新發(fā)展已成為新時期的重大課題之一。我們應(yīng)站在歷史的高度,以戰(zhàn)略的眼光、科學(xué)的方法來分析和探索青少年思想政治品德的形成發(fā)展規(guī)律,以全球的視野、開放的態(tài)度去借鑒國外一些有影響的道德教育理論來豐富我國青少年思想政治教育理論的研究,并將之轉(zhuǎn)化為促進(jìn)我國青少年思想政治教育理論和實(shí)踐改革創(chuàng)新的智力支持和經(jīng)驗(yàn)參照,這是非常必要且有意義的�？茽柌�格是美國當(dāng)代著名的道德心理學(xué)家和道德教育理論家,他的研究范圍非常寬泛,學(xué)術(shù)成就卓著。在二十世紀(jì)上半葉,他在改造西方、尤其是美國的道德教育過程中曾做出重大貢獻(xiàn)。通過30多年的研究歷程,他遵循心理學(xué)理論—教育實(shí)踐—哲學(xué)反思的邏輯順序,創(chuàng)造性地將理論、研究和實(shí)踐三者相結(jié)合,形成道德發(fā)展哲學(xué)、道德發(fā)展心理學(xué)和道德教育實(shí)踐策略這一比較復(fù)雜且完整的道德教育理論和實(shí)踐體系。與其它西方道德教育理論相比較而言,道德認(rèn)知發(fā)展理論既具有極為豐富的理論基礎(chǔ)和文化資源,又為大量的實(shí)證研究所驗(yàn)證、豐富和發(fā)展,同時又在道德教育實(shí)踐領(lǐng)域里構(gòu)建了較為系統(tǒng)的、效果顯著的教育模式。借鑒科爾伯格建構(gòu)的道德認(rèn)知發(fā)展理論豐碩成果,是我們改進(jìn)和加強(qiáng)青少年思想政治教育的重要手段之一。因此,本文試圖結(jié)合我國青少年思想政治教育的現(xiàn)狀,對該理論作較為全面而系統(tǒng)的分析與評價,提煉出其合理內(nèi)核以便為我國青少年思想政治教育的改革與創(chuàng)新服務(wù)。本文首先比較全面地介紹了科爾伯格道德認(rèn)知發(fā)展理論的主要觀點(diǎn),包括:進(jìn)步主義的道德教育觀、道德教育的發(fā)展觀、認(rèn)知—發(fā)展的理論觀及道德教育的實(shí)踐策略,為下文啟示部分的闡述奠定了理論基礎(chǔ)。其次,比較有針對性的對科爾伯格道德認(rèn)知發(fā)展理論進(jìn)行了評價,分析了其貢獻(xiàn)所在,也指出了其局限之處,為下文啟示部分的闡述提供了理論參照。最后,在對科爾伯格道德認(rèn)知發(fā)展理論的內(nèi)容分析及評價的基礎(chǔ)上,結(jié)合我國青少年思想政治教育的理論特點(diǎn)和實(shí)踐現(xiàn)狀,立足于道德認(rèn)知發(fā)展理論的本土化,從教育模式、教育目標(biāo)、教育內(nèi)容、教育策略這四個方面,比較系統(tǒng)的探索了這一理論對我國青少年思想政治教育的啟示。提出了我國青少年思想政治教育在教育模式建構(gòu)上應(yīng)從“被動灌輸式”轉(zhuǎn)向“主動交往式”;在教育目標(biāo)設(shè)定上應(yīng)重視培養(yǎng)青少年的思想政治品德判斷能力,促進(jìn)青少年思想政治品德認(rèn)知結(jié)構(gòu)的提高;在教育內(nèi)容選擇上應(yīng)始終堅(jiān)持科學(xué)、開放、可持續(xù)發(fā)展的原則;在教育策略實(shí)施上應(yīng)采用一種生態(tài)性教育策略等見解。

    Teenagers are strong and the country is strong, teenagers are developing and the national is developing. Certainly, teenagers are tomorrow’s builders and masters of our country.The Chinese nation’s revitalization and the comprehensive national strength’s enhancement, to a large extent depend on whether they have a good cultural knowledge, but also depends on whether they have a good ideological and political qualities and moral character. Today’s China is in transition, how to guide teenagers gradually formed a correct outlook on world,life and values, cultivate them have a good ideological and political qualities and moral character has been more and more concerned. At the same time,this will also give the teenagers’ ideological and political education of our country a major challenge. Faced by many new situations and new problems, the innovation and development of our teenagers’ ideological and political education has become a major subject in the new era. We should stand in the the height of history, with the strategic vision and scientific methods to analyze and explore the formation and development of teenagers’ ideological and political qualities. Then learn from some foreign moral education theory to enrich our teenagers’ ideological and political education,and use them as intellectual support and reference to promote the reform and innovation of our Teenagers’ ideological and political education . This is very necessary and meaningful.Kohlberg is the contemporary well-known psychologist and moral educational theorists in United States, he has a very broad scope of the study and outstanding academic achievement. Up in the second half of the twentieth century,he had made a significant contribution on imporving moral education in the West, especially in the United States. During 30 years research,he follows psychological theory - education practice -philosophical reflection, combine the theory, research and practice, form the most complex and complete theory and practice of moral education system. Compare with other western moral educational theory, moral cognitive development theory is rich in both theoretical foundation and cultural resources, and it is validated,enriched and developed by many empirical study, at the same time, it construct more systematic and effective mode of education in the field of moral education. Learn from Kohlberg’s moral cognitive development theory is one of the most important ways to improve and strengthen our Teenagers’ ideological and political education. Therefore, this article attempts to integrate status quo of our teenagers’ ideological and political education,give a comprehensive and systematic analysis and evaluation of this theory, extract its reasonable core idea,then provide services to reformation and innovation of our teenagers’ ideological and political education.In this paper, there is a comprehensive description of Kohlberg’s moral cognitive development theory firstly, including: the concept of progressive moral education, the development concept of moral education, the cognition - development theory and the practical strategy of moral education.These all laid the theoretical basis for enlightenment in the below part.Secondly, it gives the evaluation of Kohlberg’s moral cognitive development theory, not only analysed of its contribution, but also pointed out the limitations.These all provide a theoretical reference for enlightenment in the below part.Finally, on the basis of analysis and evaluation about the Kohlberg’s moral cognitive development theory,combine with theory characteristics and practice status quo of our teenagers’ ideological and political education,from the education model, education objectives, education content and education strategy these four aspects,does a systematic exploration of enlightenment that Kohlberg’s moral cognitive development theory gives us.We should put forward the education model of our teenagers’ ideological and political education from the "passive indoctrinate type" to "initiative contact type"; On education objectives, we should pay attention to cultivate teenagers’ ideological,political and moral ability to judge, to promote their cognitive structures; When select the education content,we should insist on the principle of scientific, open,and sustainable development; In the implementation of education strategies,we should adopt an ecological education strategies.

科爾伯格道德認(rèn)知發(fā)展理論對我國青少年思想政治教育的啟示

中文摘要4-6Abstract6-7序言9-14    (一) 選題意義9-10    (二) 國內(nèi)外相關(guān)研究綜述10-12    (三) 研究方法與研究思路12-13    (四) 論文的創(chuàng)新與不足13-14一、科爾伯格道德認(rèn)知發(fā)展理論述評14-24    (一) 科爾伯格道德認(rèn)知發(fā)展理論的主要觀點(diǎn)14-20        1. 進(jìn)步主義的道德教育觀14-15        2. 道德教育的發(fā)展觀15-16        3. 認(rèn)知-發(fā)展的理論觀16-18        4. 道德教育的實(shí)踐策略18-20    (二) 對科爾伯格道德認(rèn)知發(fā)展理論的評價20-24        1. 道德認(rèn)知發(fā)展理論的貢獻(xiàn)20-22        2. 道德認(rèn)知發(fā)展理論的局限22-24二、科爾伯格道德認(rèn)知發(fā)展理論對我國青少年思想政治教育的啟示24-39    (一) 在教育模式建構(gòu)上，我國青少年思想政治教育應(yīng)從“被動灌輸式”轉(zhuǎn)向“主動交往式”26-28    (二) 在教育目標(biāo)設(shè)定上，思想政治教育應(yīng)重視培養(yǎng)青少年的思想政治品德判斷能力，促進(jìn)青少年思想政治品德認(rèn)知結(jié)構(gòu)的提高。28-31    (三) 在教育內(nèi)容選擇上，，我國青少年思想政治教育應(yīng)始終堅(jiān)持科學(xué)、開放、可持續(xù)發(fā)展的原則31-34    (四) 在教育策略實(shí)施上，我國青少年思想政治教育應(yīng)采用一種生態(tài)性教育策略34-39參考文獻(xiàn)39-43后記43

  本文關(guān)鍵詞：科爾伯格道德認(rèn)知發(fā)展理論對我國青少年思想政治教育的啟示，由筆耕文化傳播整理發(fā)布。