小学德育教材中儿童德育境遇的转变及其伦理困境

The Changes of Textbooks of Child's Moral Education in China and the Ethical Dilemma

本文通过对1981年以来6套小学德育教材的分析,揭示其中体现的儿童德育境遇的转变,并深入分析各阶段的伦理困境。德育教材中的"好儿童"内涵、主要德育资源与设计思路,是决定儿童德育境遇的三个关键因素。从思想品德教材时期到品德与生活(社会)教材时期,小学德育课教材中儿童的德育境遇发生了根本性的转变:好儿童的内涵从"‘五爱’"转变为"过好自己的生活",在德育过程中儿童由"聆听榜样故事"转变为"学过自己的生活",教材设计思路由"聚焦儿童良心及其审查机制的建立"转变为"关注儿童现实生活问题的解决"。这两种德育境遇都包含着各自的伦理困境:前者为无思、无我、无生活,后者为自我中心的伦理立场、技术化的生活理路以及功利论的道德逻辑。认识到这些局限性,是深化德育课程与教材改革的重要前提。

Based on the analysis of 6 series of textbooks of child＇s moral education in China,this paper reveals the changes of child＇s educational conditions and the ethical dilemma of each period.It argues that,from the period of＂Ideology and Morality＂to the period of＂Morality and Life（Society）＂,the connotation of ＂good child＂ in the textbooks has changed from ＂Five Loves＂ to ＂Living Good Life of Oneself＂;the educational topics in the textbooks have changed from the stories of social examples to events happened in child＇s daily life;the thinking of the textbooks have changed from constructing child＇s mechanism of social consciousness to focusing on the solution of problems in child＇s daily life.It also analyzes the ethical dilemmas in the two periods.Understanding the ethical dilemmas is the important premise for child＇s moral education reform.