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1、当代美国的品德教育运动Character Education Movement in Contemporary U.S.A代表人物1、美国纽约州立大学科特兰校区的托马 斯里可纳教授（Thomas Lickona） 2、伊利诺伊大学的爱德华怀因（ Edward A Wynne） 3、波士顿大学的凯文莱因（Keven Ryan ） 4、美国前教育部长威廉贝内特（ William J.Bennett）主要内容 品德教育兴起的缘由 品德教育运动在当代美国的表现 品德教育的定义和运动主张 品德教育运动遇到的困难 对品德教育的评价及其对我国德育的启示品德教育运动兴起的缘由 20世纪美国道德教育发展基本脉络
2、 古典品德教育 道德相对主义和过程主义 复兴的品德教育品德教育运动在当代美国的表现 品德关注联盟（Character Counts Coalition） 品德教育伙伴（Character Education Partnership） 儿童发展计划（Child Development Project） 长颈鹿计划（Giraffe Project） 公正社区学校（Just Community School ） 完美解决冲突计划（Resolving Conflict Creatively Programme） 责任心教室（Responsive Classroom） 全美品德关注周（National
3、Character Counts Week） 品德与社会白宫会议 品德关注联盟（Character Counts Coalition） Character Counts is a voluntary partnership which supports character education nationally. The six pillars of character identified by the coalition include respect, responsibility, trustworthiness, caring, fairness, and citizenship.
4、 A variety of resource materials are available, along with training sessions and awards recognition Trustworthiness - A Musher trusts himself and his team; in their abilities and limitations with respect and dignity. Responsibility - A musher exhibits responsibility in all venues of his/her activiti
5、es and competition. Caring - A musher shows compassion and empathy for those around him/her and lends a hand where needed. Respect - A musher respects self, property of others, and environment. He/she is courteous, polite, and considerate. Fairness - A musher practice fair play in following rules, t
6、aking turns, and sharing; he/she is just and open minded. Citizenship - A musher plays by the rules, does his/her share of the work and cooperates品德教育伙伴（Character Education Partnership） The Character Education Partnership was founded in 1993 as a national nonpartisan coalition for character educatio
7、n. The CEP recognizes National Schools of Character which serve as models of exemplary character education practice in the country. 儿童发展项目（Child Development Project） 三个基本命题：1、成人在塑造儿童品德发展 中起着积极而重要的作用；2、儿童品格的发 展是在自己的思想和经验的基础上实现的；3 、给予合适的家庭环境，儿童将会在考虑自 己的同时考虑别人。 几个结合：1、把认知、情感、意志和行为结 合考虑；2、把价值教育的传统方式和从认知
8、 发展理论中产生的较新的方式结合起来；3、 把讲授、练习和反思结合起来；4、把系统地 改变班级和学校环境和儿童自身的体验和经 验结合起来。“长颈鹿项目”（Giraffe Project） The Giraffe Project challenges participants to “stick their necks out“ for good character. The program offers examples of heroes who “stuck their necks out“ for the care and concern of others. Students expl
9、ore the difference between “hero“ and “celebrity“ and work toward developing a caring local community. Resource materials are available for students in K-12. 品德教育的定义和运动主张 定义 主张定义 Character education involves teaching children about basic human values including honesty, kindness, generosity, courage,
10、 freedom, equality, and respect. The goal is to raise children to become morally responsible, self-disciplined citizens. Problem solving, decision making, and conflict resolution are important parts of developing moral character. Through role playing and discussions, students can see that their deci
11、sions affect other people and things by J. L. McBrien “social and emotional learning“; “moral education/virtue“; “life skills education“; “caring community“; “health education“; “violence prevention“; “conflict resolution/peer mediation“ and “ethic/moral philosophy“ by Character Education Partnershi
12、p 1999, 3 学校所倡导的、旨在与其他社会机构合作的 活动，通过明显的影响能够产生这种行为的 非相对主义的价值观，而直接和系统地塑造 年轻人的行为。by Alan Lockwood主张 Kidder的观点 Kidder emphasized the importance of character education, and he described seven qualities of successful character education programs his seven Es: 权利性（Empowered ）他坚持认为，教师有权 教授品德，因为我们的 社会需要。调查资料表
13、 明广大民众支持在学校 里进行品德教育。 Empowered. Teachers are empowered to teach character education, Kidder said, because our society is calling for it. Survey data show broad public support for character education in schools, he noted. “You really can do this.“ 有效性（Effective）他声称教师教授品德是 可能的。我们有足够的 证据证明当教师参与到 品德教育的过
14、程时，学 生们会逐渐理解许多他 们以前不知道的事情。 这的确有利于提高他们 的道德推理能力。 Effective. Its possible to teach character education effectively, Kidder asserted. “We have all kinds of evidence that when you intervene with a character education process, students come to understand a lot of things that they didnt understand before,“
15、 he said. “It really improves their moral reasoning capabilities.“ 扩展到社区（Extend into the community）。社区应 该帮助学校理解什么价值是 重要的和支持学校的项目。 Kidder提醒到，不要试图在 开始的时候建立一项品德教 育计划而没有社区的参与， 因为这样你将会遭到人们的 非议到底谁的价值你要教授 。 Extended into the community. The community should help the school understand what values are importa
16、nt and then support the schools program, Kidder said. He added a word of caution: “Dont ever try to set up a character education program without getting the community involved first, because thats when you run into the buzz saw of people saying, Whose values will you teach?“ 渗透性（Embedded） 。不要就品德教育谈品 德教育，也不要将品德 教育建立在课程中的某 个角落，
