教育科学 ›› 2024, Vol. 40 ›› Issue (2): 38-44.

• 教育基本理论研究 • 上一篇    下一篇

数字化转型背景下俄罗斯道德教育面临的风险挑战及其应对*

阿卡扬·安德烈维奇1, 叶甫盖尼娅·伯拉日尼克1, 埃琳娜·皮斯克诺娃1, 唐晓彤2   

  1. 1.俄罗斯赫尔岑国立师范大学 教育学院,圣彼得堡 190000
    2.辽宁师范大学 心理学院,辽宁 大连 116029
  • 出版日期:2024-03-15 发布日期:2024-07-02
  • 作者简介:阿卡扬·安德烈维奇(1951-),男,俄罗斯圣彼得堡人,俄罗斯赫尔岑国立师范大学教育学院教授,博士,主要从事德育与社会化研究;
    叶甫盖尼娅·伯拉日尼克(1957-),女,俄罗斯圣彼得堡人,俄罗斯赫尔岑国立师范大学教育学院教授,博士,主要从事德育与社会化研究;
    埃琳娜·皮斯克诺娃(1963-),女,俄罗斯圣彼得堡人,俄罗斯赫尔岑国立师范大学教育学教研室主任,主要从事德育与社会化研究和教育基本理论研究;
    唐晓彤(1991-),女,辽宁营口人,辽宁师范大学博士后,主要从事俄罗斯教育研究。
  • 基金资助:
    * 辽宁省社科基金项目“东北亚高校内部治理现代化研究”(L23ZD030)

Risks and Challenges of Moral Education in Russia in the Context of Digital Transformation and Their Response

Akayan Andrey1, Evgeniya Brazhnik1, Elena Pisknova1, Tang Xiaotong2   

  1. 1. Faculty of Education, Herzen State Pedagogical University, St. Petersburg 190000,Russia
    2. School of Psychology, Liaoning Normal University, Dalian Liaoning 116029, China
  • Online:2024-03-15 Published:2024-07-02

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摘要：

道德教育作为俄罗斯优先发展领域,承载着社会核心价值观念内化与传承的重要作用。数字化时代,面对俄罗斯儿童与青少年群体中高比例网络用户和潜在用户群体、个体识别结构转变的现实挑战,加之数字化带来的儿童与青少年群体语言能力、思维能力和智力降低、主体性地位丧失、沉溺网络等多重风险,均要求重构道德教育空间与模式。在数字化转型背景下,基于数字技术所具备的丰富教学方法和形式,着眼于培养和提升学生能力、拓展学生的教育空间,俄罗斯学校进行了诸多道德教育创新实践。鉴于数字化教育模式缺乏“情感性”支持,而集体性交往活动和理解“你-我”关系的精神沟通是道德教育不可忽视的重要方面,可知对学生精神和道德发展影响最大的因素仍是教师自身人格特质。由此,在明确数字化转型之于道德教育向度的同时,也需澄明其限度。

关键词: 俄罗斯, 道德教育, 传统价值观, 数字化转型

Abstract:

Moral education, as a priority area of development in Russia, carries an important role in the internalization and transmission of core social values. In the era of digitalization, facing the challenges of the high proportion of Internet users and potential users among Russian children and adolescents, and the transformation of the individual identification structure, coupled with the multiple risks of the digitalization of children and adolescents, such as the reduction of language ability, thinking ability and intelligence, the loss of the status of subjectivity, and the indulgence in the Internet, require an urgent reconstruction of the mode and space of moral education. In the context of the digital transformation, Russian schools are carrying out a number of innovations in moral education based on the rich teaching methods and forms of digital technology, aiming to cultivate and improve students’ abilities and expand their educational space. Given the lack of “emotional” support in the digital education model, collective interaction and spiritual communication for understanding the “you-me” relationship are important aspects of moral education that cannot be ignored, it can be seen that the factor that has the greatest impact on students’ spiritual and moral development is still the teacher’s personality traits. Therefore, while clarifying the dimension of digital transformation in moral education, it is also necessary to clarify its limits.

Key words: Russia, moral education, traditional values, digital transformation

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