美德是否可教?高等教育对学生道德认知发展的影响研究

Can Virtue Be Taught: Research on the Influence of Higher Education on the Development of College Students’ Moral Cognition

高等教育的核心目标是培养学生的道德责任敏感性,内化学生的道德伦理,发展学生的健全人格。面对外部社会道德的转型变迁,高等教育能否实现其社会职能的承诺和新时代重要使命,促进学生的良性道德认知发展,成为重要的学术与实践议题。本文探索建构高校学生道德认知的观测指标体系,将学生道德认知发展置于社会-家庭-高校的多元综合情境中,利用全国高校学生调查数据,清晰当代青年道德认知特征。基于有序逻辑斯特回归与夏普里值分解,在兼顾社会与家庭影响作用的同时,着重聚焦剖析高等教育院校影响五大教育要素,即院校组织禀赋、课程教学、课外活动、师生互动、朋辈效应在学生道德认知发展中的影响效应和作用机制。研究有利于拓展我国高等教育德育机制的理论认知,为建构全方位、多层次、立体化的道德教育平台提供科学指导。

The primary purpose of higher education is to enhance students’moral responsibility awareness,to internalize their moral ethics,and to develop a sound personality.Faced with the transition and evolution of external social morality,the question of whether higher education can promote the development of students’benign moral cognition has emerged as a critical academic and practical concern.Using data from a national survey of university students,this paper develops a system of observational indicators of moral cognition among university students and examines the moral cognitive qualities of contemporary youth in society-family-university setting.Additionally,we use ordered logistic regression and Shapley’s value decomposition to examine the influence effects and mechanisms of five major educational elements on students’moral cognition development:institutional organizational endowment,curriculum instruction,extracurricular activities,faculty-student interaction,and peer effect.The study contributes to the theoretical understanding of moral teaching mechanisms in Chinese higher education.It provides scientific advice for the development of an all-encompassing,multi-level,and three-dimensional platform for moral education.