摘要
面对学生道德发展中知行脱离的问题，道德发展认知理论尤其是柯尔伯格的三水平六阶段以及在此基础提出的道德教育模式为解决此类问题起到了指导作用。柯尔伯格的道德发展三水平六阶段：前习俗水平，包括服从与惩罚道德定向阶段和工具定向阶段；习俗水平，好孩子道德定向阶段和维护权威与秩序的道德定向阶段；后习俗水平，包括社会契约的道德定向阶段和普遍原则道德定向阶段。两种道德教育模式：道德讨论模式和公正团体模式。
- In the face of the problem of the conflits between cognition and behavior in students＇ moral developmenttrip, cognitive theory of moral development in particular kohlberg＇ thoery of three levels in six stages and the moral education model basising of this theory played a guiding role for resolving such issues. Kohlberg＇ s moral development model include six stages and three levels ： the level of the former customs, including obedience and punish moral orientation phase and tools directional stage ; the level of customs, including good boy directional stage and preserving moral authority and order moral orientation stage;after customs level, the social contract directional stage and universal moral principles moral orientation stage. Two kinds of moral education model ： moral discussion mode and group impartial mode.
出处
《河南职业技术师范学院学报（职业教育版）》
2008年第4期77-80,共4页
Journal of Henan Vocation-Technical Teachers College(Vocational Education Edition)
关键词
道德认知理论
道德认知
知行分离
解决策略
moral cognitive theory
moral cogitive
conflicts between cognition and behavior
resolution strategy
