【摘要】：德育的管理化傾向主要表現(xiàn)為把管理與德育的目標(biāo)等同,以常規(guī)管理量化考核與懲戒作為德育的主要手段,以紀(jì)律得分或考試成績(jī)代替學(xué)生品德評(píng)價(jià)。學(xué)生主體地位弱化、把管理措施當(dāng)成德育目的、德育課程建設(shè)滯后是這些問(wèn)題的重要原因。把立德樹(shù)人的意識(shí)貫穿到學(xué)校工作的全程、雙主體德育課程的開(kāi)發(fā)與實(shí)施、學(xué)科教學(xué)中"育知"與"育德"有機(jī)結(jié)合、發(fā)揮隱性教育的力量是解決問(wèn)題的有效策略。
[Abstract]:The management tendency of moral education is mainly manifested in equating management with the goal of moral education, taking the quantitative assessment and punishment of conventional management as the main means of moral education, and replacing the moral evaluation of students with disciplinary scores or examination scores. Students' subjective position is weakened, management measures are regarded as the purpose of moral education, and the lag of moral education curriculum construction is an important reason for these problems. It is an effective strategy to solve the problem that the consciousness of Li de tree runs through the whole process of school work, the development and implementation of double subject moral education curriculum, the organic combination of "education of knowledge" and "education of morality" in subject teaching, and giving full play to the power of hidden education.
【作者單位】： 重慶市中山外國(guó)語(yǔ)學(xué)校行政后勤支部;
【分類(lèi)號(hào)】：G410
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本文編號(hào)：2527501