What moral education models are there?

The cognitive model of moral education is the most popular and dominant moral education theory in contemporary moral education theory. It was put forward by Piaget, a Swiss scholar, and further deepened by Kohlberg, an American scholar. This model assumes that people's moral judgment develops from low to high according to a certain stage and order, and the purpose of moral education is to promote the development of children's moral judgment and the occurrence of their behavior.

The characteristics of cognitive model are as follows: firstly, the theory of moral education development stages with the development of justice as the main line is put forward; The second is to construct a more scientific concept of moral development and put forward an overall view of the relationship between intelligence and moral judgment; Thirdly, a brand-new school moral education model is established through experiments.

Second, the understanding mode.

The moral education model of understanding or learning to care was formed in the 1970s by Peter? Macphail and his colleagues.

The characteristics of the understanding model are: it helps teachers to fully understand the possible reactions of students when solving specific interpersonal-social problems; It is helpful for teachers to fully understand the difficulties that students may encounter in solving specific interpersonal-social problems, so as to better help students learn to care; It provides a series of possible responses, according to which teachers can guide students to give lectures or role-playing topics around the action line proposed by everyone.

Third, the social imitation model.

The social imitation model was mainly founded by Bandura in the United States. The model holds that man and environment are an interactive body, and man can not only respond to stimuli, but also make positive explanations and actions to situations.

Social imitation model can be used for reference: when discussing moral education and behavior formation, many achievements of social learning theory are worth learning, which has important enlightenment for strengthening moral knowledge education and behavior habit cultivation; Emphasize self-efficacy, pay attention to the cultivation of individual self-evaluation ability, and strive to guide students to learn to strengthen themselves.

Fourth, the value clarification model.

The representative figures of value clarification model are Lars, Hamming, Simon and others in the United States. This model focuses on value education, trying to help people reduce value confusion and promote the formation of unified values through the evaluation process. Its purpose is to strengthen rational value choice through the process of choice, praise and practice.

The value clarification model holds that people's values are not a fixed view or eternal truth, but a guide based on personal social experience. Therefore, to form your own values, you must go through the process of selection, evaluation and action according to these values.

In the classroom, teachers use specially designed methods and exercises to help students apply existing ideas and actions and clarify their values by creating a non-threatening, non-coercive and "soft" dialogue environment.

Verb (abbreviation of verb) development model

The famous representative of cognitive development moral education model is American psychologist and educator Kohlberg. He opposed the moral values of relativity and advocated the establishment of universal moral values. Important assumptions of moral judgment:

① The form of moral judgment reflects the level of individual moral judgment. Moral judgment is different in content and form. The so-called moral judgment content is the answer to moral questions, such as "should" or "shouldn't", "right" or "wrong"; The so-called moral judgment form refers to the reasons for judgment and the reasoning methods involved in the interpretation process. The latter reflects the level of personal moral judgment.

② The form of individual moral judgment is constantly developing.

He designed the "dilemma story method" to measure the level and stage of teenagers' moral development, and put forward the famous theory of "three levels and six stages" of moral development, that is, the pre-custom moral level (stage1-punishment and obedience, stage 2-individual instrumental purpose and exchange).

Customary moral level (stage 3-mutual interpersonal expectation, interpersonal relationship and interpersonal coordination, stage 4-social system and conscience maintenance); Post-custom moral level (stage 5-supreme power, social contract or utility, stage 6-universal ethical principles).

Baidu Encyclopedia-Moral Education Mode