论道德知识的“活化”与教学方式的选择——基于喀什地区中学德育课教学案例的分析

The Theory of Moral Knowledge“Activation”and the Choice of Teaching Methods——Based on the Analysis of Middle School Moral Education Teaching Case in Kashi Area

道德知识是承载或表征主体际价值关系的符号,具有静态属性。而将之放之于事件冲突中,以现实生活的合理逻辑动态展开,则道德知识就可被"活化"。以"活化"的视角对道德知识的教学问题进行审视,其存在着道德知识本身不具情境适用性、事件冲突的展开规避现实的逻辑性的不足。以"解读式教学"和"冲突式教学"两种方式所建构的教学策略则能有效"活化"道德知识,弥补此种不足。

the knowledge of Morals is the symbol which carries or represents the inter-subjective value relationship with static attributes. When put in the event conflict, expanded with the reasonable logic dynamic in real life, the moral knowledge can be ＂activated＂. With the perspective of the ＂activation＂ to look at the teaching problems of the moral knowledge, the moral knowledge itself does not have situation applicability and the spread of the conflict events can not fully evade the logic of reality. The teaching strategy constructed by ＂Interpretation to teaching＂ and ＂conflict type teaching＂ can activate the moral knowledge effectively and make up the shortage.