| （摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，内容请直接查看目录。） 以后中学德育针对性和实效性不高，已惹起了诸多教导任务者的普遍存眷。他们容身各自所从事的详细任务，从分歧的角度对中学德育停止了深刻的研究。“德育美学不雅”恰是浩瀚实际研究结果中之一。它以德育与美育“深层穿插，魂魄自创”为目的，将德育实际商量置于对人的最终关心、对幸福人生的至境寻求下，德语论文，为德育实际研究和德育实效进步供给了新思绪。本文对美育与德育及其联系关系停止了深刻的思虑，德语毕业论文，在对徐州市1600名初中先生停止了问卷查询拜访的基本上，体系剖析研究了该地域以后中学德育状态。查询拜访发明，以后初中德育中仍存在较为浓厚的功利颜色，重要表示为先生缺少情绪和想象力，缺少对别人和社会的关心。为淡化德育过程的功利颜色，推进德育治理理论，本文从中学德育治理的重要内容动手，积极摸索并构建美善相济的初中德育形式。详细构思包含调剂德育的课程设置，“丑化”德育进程，确立教员之美等。愿望这些研究，可以或许为进一步推进“德育美学不雅”走向理论做出新的进献。 Abstract: After the middle school moral education pertinence and effectiveness is not high, has aroused the widespread concern of many teaching tasks. They go with their task in, stop a deep discussion on middle school moral education from different angles. "Aesthetic education" is one of the results of the study. It to moral and aesthetic education "deep interspersed, soul created" for the purpose, to seek the actual moral education to discuss placed on human ultimate concern, for the happiness of life bourn, provided new thoughts for moral education theoretical research and the actual effect of moral progress. The of aesthetic education with moral education and its related stopped profound thinking, in of Xuzhou City 1600 Junior High School Mr. stop the questionnaire survey of basically, system analysis and research of the the region after the middle school moral education in the state. Inquiry invention, after the junior middle school moral education is still a relatively strong utilitarian color, important for Mr. lack of emotion and imagination, lack of concern for others and society. In order to weaken the utilitarian color of the process of moral education and promote the theory of Moral Governance, this paper begins with the important content of the governance of moral education in middle school, and actively explore and construct the form of moral education in junior high school. The detailed conception of moral education curriculum includes transfers, "demonize" moral education process, the establishment of Faculty of beauty. The desire of these studies, may be to further promote the "moral education aesthetics" to make a new contribution to the theory. 目录: 前言 6-15 1. 探讨的缘起及意义 6-7 2. 主要概念的厘定 7-11 3. 相关探讨的综述 11-14 4. 论文的结构与安排 14-15 一. 德育美学观及其理论基础 15-23 1. 美育功能的认识 15-18 2. 道德教育的主体性 18-20 3. 德育美学观的主要理论 20-23 二. 徐州市初中德育实践近况调查 23-39 1. 徐州市初中学生思想道德近况的调查 23-24 1.1 调查内容和范围 23-24 1.2 调查问卷的内容设计 24 2. 学生思想道德的基本状况 24-31 3. 初中德育实践近况的评价及问题存在之根源 31-39 三. 构建美善相济的初中德育的设想 39-50 1. 美善相济的德育内容 40-45 1.1 德育课程 40 1.2 认知型德育课程 40-42 1.3 活动性德育课程 42-43 1.4 隐性德育课程 43-45 2. 美善相济的德育过程 45-47 3. 教师师表美的追求 47-50 结论 50-51 附录.徐州市中小学德育近况调查问卷 51-54 参考文献 54-57 后记 57 |
