杜威德育思想与我国德育变革

A Study on Dewey's Thoughts on Moral Education and Moral Education Transformation in China

杜威德育思想的核心可以概括为以「道德的教育」培养「道德的人」。「道德的人」就是民主社会中的「有用的好人」，「道德的教育」就是培养个体有效参与社会生活的能力的教育，是承担学校社会责任的教育。杜威德育思想对我国德育原理的启示就是在「充分承担各种社会关系所赋予的责任」意义上重新阐释「道德人」概念，在「德育即教育的道德维度」意义上对既有的德育实体性概念进行批判与重构，将「德育首位」看作「将教育的社会属性放在学校教育规划的首位」，将「学科德育」理解为「通过学科教学增强学生理解和参与社会生活的能力、智慧和情感」，从而在整体上反思学校教育的德性基础。并且，杜威思想也提示了我国德育实践变革的学校教育整体德性改造路径。

The core of Dewey's thoughts on moral education can be described as ＂to cultivate moral person through moral education＂. ＂Moral person＂ here is the useful good man in democratic society， and ＂moral education＂ is educational activity which develops individuals' ability to participate effectively in social life， and takes the social responsibility of school. The implication of Dewey's thoughts on moral education to China's moral principles is to reinterpret the concept of ＂moral person＂ in the sense of ＂taking the full responsibility entrusted by various social relationships”; to view “moral education the first” as “to put the social nature of education in the first place of school education planning”; and to understand “moral education as a subject” as “to enhance students’ ability， intellect and sensibility in understanding and participating in social life by teaching moral education as a subject”， which will lead to an overall reflection on the moral foundation of school education. What’s more， Dewey’s thoughts imply the route of the integrated moral construction of school education in China’s moral education transformation.