| 德育在黉舍教导中占领侧重要位置，特别对小先生的品德教导，对其行动标准的养成和准确人生不雅的建立有着极其主要的意义。世纪之交，列国都在强化中小学的品德教导，但在理论中又很难获得实效。因此，有需要对他国的品德教导的经历和经验停止比拟研究，进步本国品德教导的实效性。中韩两国同属西方文明圈，都有看重品德礼节教导的传统，在品德教导方面可比性很强。研究的目标在于经由过程对中韩两国品德教导课程的比拟研究，韩语毕业论文，为我国的小学品德教导的改造与成长供给参考与自创。本研究重要采取文献法、比拟法、剖析法等研究办法，对中韩两国小学德育课程的演化进程、德育课程目的、德育课程内容、德育课程评价等方面停止了比拟和剖析，得出的结论与启发可归纳综合为以下几方面。第一，中韩两国的小学品德教导课程在各自的小学课程系统中占领主要的位置，它在造就具有健全人格的及格国民、特别在造就一国国民的平易近族精力方面起着其它课程弗成取代的主要感化。我们必需要准确熟悉小学品德教导课程的位置和感化，弄好小学品德教导课程扶植，更好地施展德育课程的功效。第二，德育课程目的从着重灌注贯注政治思惟认识，改变为看重“生涯化”、多条理的目的。中国的品德教导必需更新不雅念，与世界接轨，合时调剂、弥补和丰硕我们的德育内在，使我们的教导对象成为更周全的人。第三，中韩两国的小学德育课程内容赓续丰硕、多样，德育课程内容的出现措施从精深实际的枚举向浅显化、兴趣化成长。我们应尽力做到将与先生的生涯有亲密联系关系的内容、先生脍炙人口的内容和具有浅显性、兴趣性的内容出现给先生，以进步德育的实效性。第四，韩语论文，中韩两国的小学德育课程评价都在向看重评价内容的周全性、评价主体的多元性和“进程性”的评价成长。中国应当进一步看重德育和理论运动相联合，要看重品德理论才能的评价，最年夜限制地施展其育德感化，实在地进步德育课程的实效性。 Abstract: Moral education in the school to teach the occupation side of the important position, especially for the moral teachings of the small, the standard of its action to develop and accurate life is not the establishment of a very important significance. At the turn of the century, all the countries are strengthening the moral education in primary and secondary schools, but it is difficult to obtain the actual results in the theory. Therefore, there is a need for the moral teachings of his experience and experience to stop the study, to advance the effectiveness of national moral education. China and South Korea both belong to the Western civilization circle, there is a value of moral etiquette to teach the tradition, in terms of moral education can be very strong. The objective of the research is to study the moral education curriculum in China and Korea through the process of comparative study, for our country's primary school moral education reform and development of reference and self. This study important take literature method, comparison method, analysis method and other research methods, the evolution process of primary school moral education curriculum of China and Korea, moral education curriculum purpose, moral education curriculum content, moral education curriculum evaluation stopped comparison and analysis, it is concluded that the conclusions and inspiration can be summed up comprehensive as follows. First, China and South Korea's primary moral teaching courses in their respective primary curriculum system occupied the main position, it has to create a sound personality pass national, especially in creating a national near national spirit plays other curriculum Eph into replacing the main effect. We need to have a correct understanding of primary school moral education curriculum position and role, rocking the elementary moral teaching curriculum construction and better display the effectiveness of moral education curriculum. Second, understanding the purpose of moral education curriculum focuses on instilling political thoughts, change the value for the purpose of "career", multi-level. China's moral education must be updated to indecent concept, integration with the rest of the world, to timely adjust, remedy and fruitful our inner moral education, so that we are taught to be more comprehensive. Third, continuously in China and South Korea's primary school moral education curriculum content is rich, diversity, moral education curriculum content method growth from profound actual Enumeration into plain and interests. We should try to do there will be the contents of the intimate relations with his career, Mr. popular content and has simple and explicit and interesting content appeared to Mr., to the effectiveness of moral education in progress. Fourth, the evaluation of primary school moral education curriculum in China and South Korea are valued for the comprehensive evaluation of the content of the comprehensive evaluation of the main body of the diversity and the "process" of the evaluation of growth. China should further value the combination of moral education and theoretical movement, to value the evaluation of moral theory in order to play its most important role in the development of moral education, to improve the effectiveness of moral education courses. 目录: |
