论小学《道德与法治》教材的“叙事思维”

On the “Narrative Thinking” of Elementary School Textbook Morality and Law

叙事是指向人的古老思维方式,是心灵的“原初活动”,是建构道德主体的“结构性肢水”,是品格形成的“忠诚道路”。小学《道德与法治》教材从多方面进行了叙事探索,包括以“成长叙事”建构品格、在文学叙事这一“伦理实验室”中学习、以“大叙事”为坐标、将“成长叙事”与理论体系融合在一起。教材叙事思维的转向意味着教材教育姿态的变化,意味着为儿童经验进入教材建立了通道,也是道德教育回归本然方式的探索。

Before the new curriculum reform,the textbooks of moral education in China are basically in the form of“argumentation”,which presents a typical propositional thinking.Although this type of textbooks has many advantages,there is still a"big flaw"in education that they cannot impress students.Narrative is an ancient way of thinking about human,the primary act of mind,the“structural glue”of constructing moral agency,and the wloyal roadw of character formation.Textbook of moral education cannot indulge in propositional thinking and ignore narrative thinking.The elementary school textbook aw Jhas explored the role of narrative in many aspects,including shaping moral character by“growth narrative”,learning in the“the ethics lab”of literature narrative,taking“grand narrative”as the coordinate,and integrating ugrowth narrativew with theoretical system.The transformation of textbook to narrative thinking means that the educational attitude of textbook has changed,the links between children’s experience and textbook has been established,and the return of moral education to its natural way has been explored.