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The dilemma of the moral education curriculum in a Chinese secondary school.

机译：中国中学德育课程的困境。

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摘要

Despite the implementation of numerous reform policies and much official rhetoric, moral education in China today remains problematic. The current study presents a student perspective on the dilemma of the moral education curriculum in a Chinese secondary school. The study finds that a majority of the students at this particular Chinese secondary school respond negatively toward both the content of the moral education curriculum and the implementation of the officially intended moral education curriculum at their school. The study also reveals that a majority of students are indifferent to the ideology and values taught in the intended moral education curriculum. They tend to take advantage of the moral education curriculum to achieve their personal aims, which oftentimes contradict the officially accepted ideology and values.;Guided by the ecological theory of human development (Bronfenbrenner 1979), the study finds that the school does not provide a favorable setting for students to adopt the officially desired ideology and values in terms of activities, interpersonal relations and role expectations. Also, the interplay of the school setting and the more remote settings in the larger society creates difficulties for the implementation of the moral education curriculum at the school. The contradictions between the official ideology and social reality in the surrounding society, between the prescribed curriculum and the school's implementation of that curriculum, as well as between the official ideology and media, largely undermine the effectiveness of the moral education curriculum. It is believed that the dilemma of the moral education curriculum observed in this study is a reflection of the dilemmas that exist at every level of Chinese society.
机译：尽管实施了许多改革政策和官方言论，今天的中国道德教育仍然存在问题。当前的研究提出了一个学生对中国中学德育课程困境的观点。研究发现，这所中文中学的大多数学生对德育课程的内容和学校正式实施的德育课程的实施均产生负面反应。该研究还表明，大多数学生对预期的德育课程中所教授的思想和价值观漠不关心。他们倾向于利用德育课程来实现自己的目标，这常常与官方接受的意识形态和价值观相抵触。在人类发展的生态学理论的指导下（Bronfenbrenner 1979），研究发现学校没有提供道德教育。在活动，人际关系和角色期望方面，学生采用正式理想的意识形态和价值观的有利环境。而且，学校环境与更广泛社会中更偏远的环境的相互作用为学校实施德育课程带来了困难。官方意识形态与周围社会的社会现实之间，规定的课程与学校对该课程的实施之间以及官方意识形态与媒体之间的矛盾，在很大程度上破坏了道德教育课程的有效性。人们认为，本研究中观察到的道德教育课程的困境反映了中国社会各个层面都存在的困境。

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  • 作者

    Nie, Hongping.;

  • 作者单位

    School of Intercultural Studies, Biola University.;

  • 授予单位 School of Intercultural Studies, Biola University.;
  • 学科 Anthropology Cultural.;Education Curriculum and Instruction.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 210 p.
  • 总页数 210
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 人类学;教育;
  • 关键词

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