德育叙事的异化及其改善对策

Dissimilation of Moral Education Narration and Improvement Measures

20世纪90年代以来，作为一种新的、充满生机活力的教育形式，德育叙事在我国德育理论探讨和德育课堂实践中不断兴盛和发展。但由于认知的偏颇以及经验的匮乏，德育叙事教学实践中仍存在着目标的功利性、内容的空疏性、策略的控制性、模式的预设性和情节的虚拟性等弊病，背离了德育叙事的初衷。要还德育叙事以本真面目，需要注意：提升教师的教育理想和信念，树立完善人性的叙事观；选择符合学生心理特征的叙事内容，贴近学生的日常生活；打破单一预设叙事，让预设与生成相得益彰；尊重学生心声的自由表达，变压迫叙事为解放叙事；关注真实的教育事件，走向真实的德育叙事。

As a new and lively educational form, moral education narration has being flourished and developed continuously in theory discussion and classroom practice on moral education since 1990＇s.Disadvantages such as goals＇ utility, contents＇ emptiness, strategies＇ controllability, models＇ preplanning and plots＇ unreality, however, deviate from original intention of moral education, because of cognitive deflection and the absence of experience It is necessary to advance teachers＇ educational ideal and belief and build up the narration viewpoint of perfecting humanity; to select narration contents corresponding with students＇ psychological characteristic and make it close to students＇ daily life; to break single preplanned narration and connect preplanning with creating rightly; to respect students＇ inner free expression and change passive narration into liberated narration; to pay attention to real educational affairs and to make for real moral education narration.