论文部分内容阅读
“对你讲了这么多遍,怎么还没有听进去?” 20世纪最有影响的发展心理学家皮亚杰,揭示了儿童道德认知从一个阶段进入高一级阶段的三个主要机制:一个儿童如遇上能引起自己原有认知结构失衡的新的客体和观念,即遇上自己原来认知结构中所没有的,但又很想把它纳入其中的新事物时,他就必然地会依据原有的认知结构先去“同化”。即运用已有的认知结构来解释新的客体或观念,以扩大其认知结构的外延。若同化不成,则产生“顺应”,即修改与扩充已有的认知结构,以适应新的环境,从而达到“平衡”,即达到更高层次的认知和谐状态。人的道德认知发展的心理基础就是要求“平衡”。这样的认知过程贯穿每个人的一生。我国学校德育从总体上来讲,还是采用灌输的模
“So many times have you been told to you, why haven’t you listened yet?” Piaget, the most influential development psychologist of the 20th century, revealed three major mechanisms for children’s moral cognition from one stage to the next. When a child encounters new objects and ideas that can cause his or her original cognitive structure to be out of balance, that is, when he encounters something he does not have in his original cognitive structure, but he really wants to incorporate it into something new, he is bound to The country will first “assimilate” according to its original cognitive structure. That is, using existing cognitive structures to interpret new objects or ideas in order to expand the extension of their cognitive structure. If assimilation fails, then there will be “compliance”, ie, modifying and expanding the existing cognitive structure to adapt to the new environment so as to achieve “equilibrium”, ie achieving a higher level of cognitive and harmonious state. The psychological basis of the development of human moral cognition is to require “balance.” This cognitive process runs through everyone’s life. In general, moral education in schools in China is still using indoctrination models.