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加强德育课程一体化建设,是整体规划大中小幼德育体系的重要环节,也是提高德育实效性的重要举措。本文通过分析新加坡围绕品格与公民教育开展的课程改革,试图为我国德育课程一体化建设路径提供借鉴和思考。在以社会主义核心价值观引领和规划德育课程体系的过程中,应注重课程目标的一体化衔接、课程结构和内容的有机整合,教学方法策略及评价模式的合理运用,推动不同学段德育课程的体系化架构与设计。
Abstract：Strengthening the integration of moral education curriculum is an important part of the overall planning of a moral education system from primary school to university, which also is an important method to improve the effectiveness of moral education. Singapore's curriculum reform revdving around character and citizenship education can provide reference and enlightenment for the integration of moral curriculum from primary school to university in China. Using the socialist core values to lead and plan the moral education curriculum system, we should focus on the systematic of curriculum objectives, the organic integration of curriculum structure and content, the rational use of teaching methods and strategies and evaluation models, so as to promote the coordinated connection and development of moral education courses from primary school to university.
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[2] Ministry of Education, Singapore.Our Education System [EB/OL]. http://www.moe.gov.sg/education/. 2017-10-21/2018-7-20.
[3][4][5][7][8][10][12][16][18][19] Ministry of Education. Character and Citizenship Education Syllabus Primary[M]. Singapore: Student Development Curriculum Division, 2014: 2, 2, 3, 1, 5, 1, 6-7, 10, 26, 28.
[6] Ministry of Education, Singapore. Social and Emotional Learning[EB/OL]. https://www.moe.gov.sg/education/programmes/social-and-emotional-learning, 2016-2-2/2018-9-20.
[9] Thomas Lickona. Educating for Character: How Our School Can Teach Respect and Responsibility[M].New York: Bantam Press,1993: 5.
[11][13][17] Ministry of Education. Character and Citizenship Education Syllabus Pre-University[M]. Singapore: Student Development Curriculum Division, 2016: 3, 14-15, 42.
[14] Holland, R. W. Motivated Decision Making: Effects of Activation and Self-Centrality of Values on Choices and Behaviour[J]. Journal of Personality and Social Psychology, 2002(3), 434-447.
[15] Marcia, J. E. Development and Validation of Ego Identity Status[J]. Journal of Personality and Social Psychology, 1996(5), 551-558.
[20] 中华人民共和国教育部.教育部关于印发《中小学德育工作指南》的通知[EB/OL]. http://www.moe.gov.cn/srcsite/A06/s3325/201709/t20170904_313128.html. 2017-8-22/2018-7-20.
[21] 翟楠.德育政策中的公民教育: 文本分析与政策建构[J].教育科学,2011(5): 20
[22][23] 中华人民共和国教育部.品德与生活课程标准(2011版)[M].北京: 人民教育出版社,2011: 4-5, 7-16.
(1)具代表性的有: Ryan, K. & Mclean, G. Character Education in Schools and Beyond[M]. NewYork: Praeger, 1987; Marvin W. Berkowitz. The Complete Moral Person: Anatomy and Formation[A]. DuBois, J. M. Moral Issues in Psychology: Personalist Contributions to Selected Problems[C]. Lanhan, MD: University Press of America, 1997: 11-41; William J. Bennett. The Book of Virtues for Young People: A Treasury of Great Moral Stories[M]. New York: Simon & Schuster Books for Young Readers, 1997.
基本信息:
中图分类号:G41
引用信息:
[1]吴小玮.新加坡品格与公民课程改革研究——兼论我国的德育课程一体化建设[J].全球教育展望,2019,48(02):17-29.
基金信息:
国家社会科学基金教育学青年课题“中国少年儿童组织百年历程探究”(课题批准号:COA140120)的阶段性成果
2019-02-10
2019-02-10