心理学视角下的高校德育低效反思

Reflections on Low Efficiency of Morality Education in Higher Learning Institutions from the Psychological Perspective

基于心理学视角,高校德育低效与受教育者道德接受的心理阻抗与心理障碍、教育者对受教育者心理发展的认识与情感投入不足、德育本身对学生最近发展区的脱离、学校德育心理环境的影响等息息相关。这需要我们通过重视学生道德学习心理机制和德育的情感性,以及寻求高校德育和心理健康教育的融合等诸多途径,提高高校德育的实效性。

From the psychological perspective, the low efficiency of morality education in higher learning institutions has much to do with the followings： the educateee＇ s psychological resistance and psychological barrier of accepting morality education, the educator＇s inadequate understanding of the educateee＇ s psychological development and the educator＇ s insufficiently affective investments, the morality education＇s separation from the students＇ recent developmental zone, and the impact of the schools＇ morality education psychological environment. Thus, it needs us to pay more attention to students＇ psychological mechanism of morality learning and to the affective nature of morality, so as to find out the methods of integrating morality education with psychological health education and enhance the effectiveness of morality education in higher learning institutions.