学校德育中某些理论假设与实践模式的反思批判——直面社会转型期学校德育的"底线"状况

The self-examination and criticism of some theoretical hypotheses and practical patterns in school moral eduction——facing the state of "minimal limit"of the school moral education in social transition

新时期学校德育的合理性、有效性问题日渐突出。对学校课堂德育中的"灌输———说教"模式、班级德育中的"人情———管理"模式、学校德育中的"集会———教化"模式等习惯化的实践模式进行反思,对关乎此模式合理有效前提的理论假设进行批判,从而使我们能够直面学校德育的"底线"并为"底线"教育的实施奠基。

In the new century,school moral education is increasingly queried of its reasonability and effectiveness.The author of this paper questions the validity of 'instillationmoralization'pattern,of 'favormanagement'pattern,of 'assemblyenlightenment'pattern and critically examines their theoretical hypotheses,thus enabling us to face the 'minimal limit'of school moral education and laying a solid foundation for the implementation of 'minimal limit'education.