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1、辽宁师范大学 硕士学位论文 城市小学教室物理环境中道德教育因子的识别研究 姓名：王芳 申请学位级别：硕士 专业：教育学原理 指导教师：马治国 2011-04 I 摘 要 法国著名社会学家和教育学家涂尔干早就指出： “为了使儿童承诺他必须追 求的集体目标而必须遵循一般方法这种方法究竟怎样才能在学校里应用。 我 们拥有两种载体：首先是学校环境，其次是所教的东西。 ”的确，学校环境之于 人， “入芝兰之室，久而不闻其香；入鲍鱼之肆，久而不闻其臭。 ”然而，学校生 态环境的“智育中心论”和“宏大观” 、道德教育的“德育工作论”等却引领道 德教育、学校生态环境及其内在关系的发展步入误区。此外，经全面考量
2、国内外 已有的研究成果，我们还发现： （1 ）学校道德教育生态环境结构的实证性研究非 常欠缺； （2 ）在国内还存在泛道德教育化、泛生态化和泛道德教育环境化等错位 现象； （3 ）对学校生态环境的道德教育因子的识别缺乏系统的理论依据和科学的 手段。因此，系统、深入地研究学校生态环境系统中道德教育因子的识别技术， 探索出一套科学的、 切实可行的学校生境系统中道德教育因子识别的可操作性建 议，对夯实学校道德教育的根基有重要的理论意义和现实意义。 本研究选取大连市小学教室物理环境为研究对象，首先，笔者通过查阅大量 的国内外文献资料并结合一定的调查结论分别介绍了国内外关于生态环境、 教育 生态环境的研
3、究现状、发展历程，并着重梳理、阐述和分析了学校教育生态环境 教室物理环境中道德教育因子的研究现状。其次，在前人研究的基础上，重 新界定了学校教育生态环境、教室物理环境的结构、学生道德品质的基本构成、 道德教育因子的结构， 而且笔者分别从以上三个部分的分析中识别教室物理环境 中道德教育因子（单因子、组合因子、系统因子） ，并对各个、各组、各系因子 进行深入、系统的识别。 文章分为四个部分：第一部分，问题提出和文献综述，通过对国内外已有研 究的系统梳理，发现已有研究的不足之处，作为本研究的突破点。第二部分，基 础理论研究，包括相关概念界定和理论基础。对相关概念作以科学的界定，分析 了教室物理环境的
4、结构、道德教育因子的结构以及学生品德结构及其发展规律。 分别以生态学、伦理学作为本研究的理论基础。第三部分， 从三个维度（单因子、 组合因子、系统因子）对大连市小学教室物理环境中道德教育因子展开系统的识 别研究，把大连市小学教室物理环境中道德教育因子客观分析结合观察、访谈赋 予物质道德教育品质，这也是本论文的关键核心部分。第四部分，小学教室物理 环境中道德教育因子识别的结果，总结全文，提出科学、可行的识别技术。 关键词：城市；小学教室；物理环境；道德教育因子；识别 II Abstract TuErGan, a famous French sociologist and education ex
5、pert，has long said ：“ In order to cause the child to pledge he must pursue，but the collective goal does have to follow general methodhow does this method actually be able to apply in the school? We have two kinds of carriers: First is the school environment, next is the thing which teaches.” Indeed,
6、 the school environment at the person, “ enters room of the irises and orchids, long does not hear its fragrance; Enters falls in with bad company, long does not hear its smelly.” However,“Intellectual education pan- modernity”and “ Grand view” of the school ecological environment, “ the moral educa
7、tion work theory” of the moral education actually march the development of the moral education, the school ecological environment and their intrinsic relation into the wrong region. In addition, after comprehensive consideration about the research results at home and abroad, we also discovered: (1)
8、The empirical study of ecological environmental structure of school moral education is extremely short; (2) In domestic，it also exists some dislocation phenomena including pan- moral education, pan- ecology and pan- environmentalize of moral education; (3) Systematic theoretical basis and scientific
9、 method are absent toward the recognition of factors in moral education of ecological environment at schools. Therefore, recognition technology should be studied systematically and deeply; a set of scientific and plausible advice should be given aimed at recognizing the moral educational factors in
10、school s ecological environment. All these efforts will greatly contribute to the enhancement of the basis in moral education, and have significance both theoretically and practically. This research selects classrooms physical environment of Dalian primary school as the object. Firstly, through cons
11、ulting great member of documents and materials, and combining certain research conclusion, the author respectively introduces the current situation and developmental courses about ecological environment, ecological environment in schools both at home and aboard. And the author puts an emphasis on ca
12、rding, explaining and analyzing the research situation of ecological educational environment in schools factors of moral education in classrooms physical environment. Next, on the basis of predecessors studies, the author redefines the school s ecological environment, the structure of classroom s ph
13、ysical environment, the fundamental constitution of students moral character, the structure of moral education s factors. Moreover the author has found the factors of moral education in the classroom s physical environment from above three partial analysis (single factor, combind factors, systematic
14、 factors), and puts forward the proposal to the classroom s arrangement work in Dalian primary schools. The article is divided into four parts: The first part, the question proposed and review of literature. Through systematic description of existing research both at home and aboard, shortcomings ar
15、e discovered and considered as breakthrough points in this research. The second part, research of basic theory, including definition of related III concept and theoretical foundation. The author analyzes the structure of classroom s physical environment, the fundamental constitution of students mora
16、l character, the structure of moral education s factors. Take the ecology, ethics and designing psychology as the theoretical basis. The third part, from three dimensions ( single factor, combind factors, systematic factors), the research recognizes the factors of moral education in classroom s physical environment systematically and objectively. Combined with observation and interviews, the research endows qualities to moral education, it is a
