从诺丁斯关怀理论视角审视我国学校德育实践

Examining Chinese Moral Education Practice from the Perspective of Noddings’ Caring Theory

我国德育实践存在德育主体能力较低、德育对象表里不一、德育目标不分层、德育内容重认知、德育方法偏灌输、德育评价僵化等许多不足,产生这些问题的根本原因在于德育对学生情感与行为的重视不充分。而诺丁斯的关怀理论以构建关心这一情感关系为德育的前提,重视情感与经验,恰恰可以为此提供启示。因此本文基于我国家庭情况差异扩大、媒体传递的不良信息增加、社群规模扩大、教育改革重认知、社会意识以认知为教育重点的德育背景,从诺丁斯的关怀理论视角审视我国德育实践,并在德育主体能力提升、德育对象动员、德育目标设置、德育内容挖掘、德育方法改进、德育评价建立等方面为我国德育实践提出具体、有益的建议,促进我国德育实践的进步与发展。

In the practice of moral education in China, the subject of moral education is not professional enough, the object of it is inconsistent, the goal of it is not stratified, the content of it emphasizes cognition improperly, the method of it is indoctrinated, the evaluation of it is rigid, etc. However, Noddings’ Caring Theory takes building the emotional relationship as the premise of moral educa-tion and attaches importance to emotion and experience, which may provide enlightenment for China’s situation. Therefore, based on the background of moral education in China, such as the wid-ening of differences in family situations, the increase of negative information transmitted by social media, the expansion of community size, the emphasis on cognition in educational reform, and the focus of social consciousness on cognition, this paper examines the practice of moral education in China from the perspective of Nordins’ caring theory, and puts forward specific and beneficial sug-gestions for the practice of moral education in China in terms of improving the ability of moral edu-cation subjects, motivating moral education objects, improving moral education goals, mining moral education content, improving moral education methods, and diversifying moral education evalua-tion, so as to promote the development of moral education practice in China.