华东师范大学学报(教育科学版) ›› 2016, Vol. 34 ›› Issue (2): 82-87.doi: 10.16382/j.cnki.1000-5560.2016.02.011

• 思想道德教育 • 上一篇    下一篇

中小学生道德信念的现实意义及培育

彭虹斌   

  1. 华南师范大学公共管理学院,广州 510006
  • 出版日期:2016-05-20 发布日期:2016-07-05
  • 通讯作者: 彭虹斌
  • 作者简介:彭虹斌
  • 基金资助:

    教育部人文社科2014年规划课题“儒家文化背景下学校教育领导美德范畴与制度规约”(14YJA880055)。

Practical Significance of Moral Beliefs and its Cultivation in Primary and Secondary Schools

PENG Hong-Bin   

  1. School of Public Administration, South China Normal University, Guangzhou 510006
  • Online:2016-05-20 Published:2016-07-05
  • Contact: PENG Hong-Bin
  • About author:PENG Hong-Bin

摘要: 信仰通常适用于宗教层面;信念则更适用于道德,是指自己认为可以确信的看法。本文从道德信念对中小学生的影响出发,提出了培育中小学生道德信念的若干途径。通过哲学透析并运用心理学成果,发现个体不同时期获得的道德信念日后改变程度不一样;学校组织成员所共享的信念是学校文化的重要基础,它们是影响个体道德信念的重要因素;道德信念会有形无形地影响学生未来价值的选择和道德自律;道德信念决定个体的决策、日常行为和处理问题的方式。作为教育工作者,要潜移默化地培育早期信念;运用权威引导学生接受正确的道德信念;利用情感,促进学生道德信念变革;让学生参与道德实践,促进学生信念改变与实践变化的良性循环;让学生学会反思与体悟。

Abstract: While faith is mainly applied to the religious dimension, belief is more suitable for morality. Moral belief refers to the psychological tendencies to believe in someone or something and resolution to put it into practice. In fact, most Chinese people don’t have definite faith, as they are too realistic rather than pious. So it’s suggested that in moral education, it’s better to use moral belief instead of moral faith. In structure we have core moral beliefs and derivative moral beliefs. There are two types of moral beliefs: espoused beliefs and acting beliefs. Starting from the effectiveness of moral beliefs on students, the article puts forward some methods of cultivating the students in primary and secondary schools. From the perspectives of philosophy and psychology, we find that the moral beliefs attained in different periods change differently. Generally, moral beliefs attained in early times are difficult to change. After adulthood, moral beliefs are easier to change. So childhood is the best time for students to attain moral beliefs. School climate is an important factor which influences students’ moral beliefs . As the foundation of school culture, the beliefs shared by members in schools are the important factors of moral beliefs. And teachers should try to create a healthy school culture in order to improve students’ moral beliefs. Moral beliefs can influence the students’ choice of values and self-discipline. Moral beliefs affect the decisions, behaviors and the ways they deal with problems. In Lewis’s opinion, the foundation of beliefs consists of power, logic deduction, affection, personal significant experiences, rational intuition, and application of personal scientific methods. Educators should help students to establish the early moral beliefs subtly, as children are nave and usually don’t question the moral beliefs taught by their teachers. Besides, school teachers and parents should make use of affection to help change students’ moral beliefs. They can create effective situations to help students form moral beliefs through practice. Teachers should encourage students to practice, because students’ moral beliefs and practice are closely linked, and mutually affected. In this way teachers can promote a virtuous cycle between students’ moral beliefs and practice. Teachers should also stimulate students to contemplate their behaviors. As Confucius said, we should contemplate ourselves three times a day. Reading without thinking tends to throw one into bewilderment. By contemplation students can understand the meaningful ideas, and realize the importance of correct moral beliefs.