教育科学 ›› 2025, Vol. 41 ›› Issue (6): 17-23.

• 教育基本理论研究 • 上一篇    下一篇

人是自由的创造性存在:学科德育中学科知识与道德规范的共同价值基础*

孙文翔, 檀传宝   

  1. 北京师范大学 教育学部,北京 100875
  • 出版日期:2025-11-15 发布日期:2025-12-30
  • 作者简介:孙文翔(1999- ),男,四川南充人,北京师范大学教育学部公民与道德教育研究中心博士生,主要从事道德与公民教育研究;
    檀传宝(1962- ),男,安徽怀宁人,北京师范大学公民与道德教育研究中心荣誉主任,北京师范大学教育学部学术委员会主席,主要从事德育原理和教师伦理研究。
  • 基金资助:
    * 2022年度教育部人文社会科学重点研究基地重大项目“指向新时代新人培养的德育理论革新研究”(22JJD880030)

The Human as a Free and Creative Being: The Shared Value Foundation of Disciplinary Knowledge and Moral Norms in Subject Moral Education

Sun Wenxiang, Tan Chuanbao   

  1. Faculty of Education, Beijing Normal University, Beijing 100875, China
  • Online:2025-11-15 Published:2025-12-30

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摘要：

在学科知识与道德规范相分离的前提下,忽视二者的共同价值基础,使得单纯建构教学内容或单纯改进教学形式都难以将二者有机结合。这进而导致学科德育出现僵硬化或空洞化现象。人本质上是自由的创造性存在。道德规范最终的价值依据在于人之本质的实现,知识亦是体现人之本质的自由、能动认识过程的产物并服务于人之本质的实现。人之本质因而构成学科知识与道德规范的共同价值基础,并分别支撑着二者社会价值与个人价值的统一。基于这一共同价值基础,学科德育应以促进学生本质力量实现为价值导向,在内容设计中有机联结学科知识与道德规范,在形式建构中协调个人价值与社会价值,从而激发学生的价值理性,使知识学习之求真与道德教化之向善共同导向人格完善之趋美。

关键词: 学科德育, 价值理性, 道德教育

Abstract:

Given the separation between disciplinary knowledge and moral norms and the long-standing neglect of their shared value foundation, neither focusing solely on content construction nor merely improving instructional forms can effectively integrate the two, resulting in subject moral education (SME) to be rigid or hollow. Human, by essence, is a free and creative being. The ultimate value foundation of moral norms lies in the realization of human essence, while knowledge is also the outcome of human’s self-conscious and active cognition, a manifestation of human essence, and also serves the realization of human essence. Human essence thus constitutes the shared value foundation of both disciplinary knowledge and moral norms, and it supports, respectively, the unification of their social value and individual value. Based on this shared value foundation, SME should take the realization of students’ essential power as its value orientation, organically integrating disciplinary knowledge with moral norms in content design and harmonizing individual and social values in the construction of instructional forms. In doing so, it can cultivate students’ value rationality and allow the truth-seeking inherent in knowledge learning and the moral striving toward the good to jointly converge in an aesthetic pursuit of personal wholeness.

Key words: subject moral education, value rationality, moral education

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