“德育渗透”的理论缺陷与实践困境

Theoretical Defects and Practical Difficulties of “Infiltration of Moral Education”

“德育渗透”被视为实现学科德育的方法和途径,其核心思想是将教学视为德育渗透的载体,然后在这一载体中寻找结合点进行隐蔽的、潜移默化的道德教育。这样的思想路线是否合理,“德育渗透”到底是什么以及是否有可能性,成为这篇文章的思考起点,并作出了否定的回答,“德育渗透”误解了德育与其它各育的本质及关系,同时否定了教学本身的教育性,它企图嫁接到学科教学的德育作用实际是教学自身本来就具备的性质,最后也忽视了学生的主体价值。

“Infiltration of Moral Education” is regarded as the method and way to realize discipline moral education. Its core idea is to regard teaching as the carrier of moral education infiltration, and then find a combination point in this carrier for hidden and subtle moral education. Whether such an ideological line is reasonable, what is “Infiltration of Moral Education” and whether it is possible to become the starting point of this article and make a negative answer. “Infiltration of Moral Education” misunderstands the essence and relationship between moral education and other education, and denies the educational nature of teaching itself. It attempts to graft the moral education role of subject teaching, which is actually the nature of teaching itself, finally, it also ignores the subject value of students.