应然与实然:学校道德教育中的二元对立

The Dual Antagonism between Theory and Practice in School Morality Education

我国现行的道德教育在教育对象的理解、教育目标的设置、教育内容的构建、教育方法的选择、教育效果的评价和教育理想的预设等方面存在着明显的应然与实然的二元对立。这种对立与道德产生的历史渊源、道德所属的学科背景和社会主流意识的倡导都有关系。在崇尚以人为本的今天,只有在实践中强调道德教育主体的积极参与和体验,道德教育才能够回到本源,学校道德教育才能够真正进入应然状态。

It is evidently a fact that what is virtually done tremendously disagrees with what should be done theoretically in current morality education in our country, in terms of understanding of the objects educated, education goals, the contents, approaches, evaluation for education effects, and expectations for education ideals, or some other aspects as well. The antagonism has much concern with the historical origins of morality, its subject background and as well as the current social thought. Nowadays, only when school students, principal part of morality education, participate in the practice and experience it, can morality education return to the origin, and can what is virtually done tremendously agree with what should be done theoretically.