“主体—发展性”德育的理论构建和实践探索——班华德育思想阐微

“主体—发展性”德育是班华先生提出的重要理论,代表了班华先生对个体生命的尊重,对德育发展和走向的清晰定位,以及对德育现实问题和困境的准确剖析。“主体—发展性”德育理论主要表现为:人化、对话、解放和融合的基本理念;定位于培养学生完整的思想品德结构,注重创造性、民族性和世界性的目标观;涵盖激励教育、个性教育、终身道德学习及心育和德育一体化契合的多样化教育原则;涉及教育与自我教育结合、德育与心育结合、规范与能力结合、说理与践行结合、显性与隐性结合的德育方法体系。“主体—发展性”德育的实践探索主要表现为:对班级与班主任专业化的现实关注、“学会关心”德育模式的实践、德育教材的编写和“心理—道德教育”的本土化实践探索。

“主体—发展性”心育理念指导下的心育实践创新

在班华教授心育理念指导下,南京市第五高级中学在实践中找准心育工作的真实问题,开展了四项实践创新,即构建整合型心育课程体系、提出“长善教育”概念、开设“大国母亲”课程、提供“21天在线入户双陪伴”服务。这些探索有力促进了学校心理健康教育工作的深入开展。

The View of Educational Purpose under the Infiltration of Post-modernism

Some of the characteristics of post-modernism, such as opposition centers, denial of holism, identity, differences and uncertainties, have had a great impact on the view of education. Because the purpose of education is the starting point and end-result of education, which is related to the general orientation of education development, we have to re-examine the concept of modem educational purpose in the post-modernism thought. The author holds that compared with the modem education view, the educational purpose view of the post-modem period shows the following characteristics： Maintaining the diversification and difference of individuahty, paying attention to cultivating social consciousness and critical ability, learning to understand and respect ecological harmony.

再论“心理—道德教育”

阐述对心理—道德教育的理论思考,探讨心理—道德教育的学科属性及其判别标准,论证心理—道德教育是具有"现代性精神"的主体—发展性教育,认为心理—道德教育的宗旨或目标是人的精神建设,包括优化心理机能,提升精神品质,促进人格和谐,服务人生幸福。心理教师是学生的精神关怀者。