中美价值教育课堂比较———以哈佛道德推理课和中国高校道德修养课为例

A Comparative Research of Values Education in China and America—Taking Harvard Moral Reasoning Course and Chinese College Ideological and Moral Cultivation Course as Examples

本文借鉴弗兰德斯互动分析法，对课堂进行量化统计比较，发现中美价值教育呈现"对话与权威"、"探究与接受"、"开放分析与封闭系统"的分野，这种差别根植于中西历史文化以"融合性"和"自主性"为重的传统价值。提升价值教育有效性的路径在于实现"理性"与"超越性"的统一，"情境"与"对话"并举，现实与传统经典融通，构建开放式课堂。

Learning from Flanders Inte raction Analysis, this paper compares values education classroom between China and America through quantitative statistics. Our findings indicates that the values education in China and America presents the distinction between "dialogue and authority", "exploration and acceptance", "open analysis and closed system". These differences are rooted in the Cultural differences in China and America that take"integration"and"autonomy"as the most important traditional values. Ways to enhance the effectiveness of values education are to achieve the unity of the "rational"and "transcendence", promoting "context" and "dialogue" simultaneously, reality and classic facility, to construct an open classroom.