教育与教学研究
教育與教學研究
교육여교학연구
EDUCATION AND TEACHING RESEARCH
2012年
11期
97-98
,共2页
叙事伦理%道德情景%中职语文
敘事倫理%道德情景%中職語文
서사윤리%도덕정경%중직어문
narrative ethics%moral situation%Chinese teaching in secondary vocational education
叙事伦理通过讲述个人经历，提出了与生命感觉相关的问题的同时也表达了具体的道德意识和伦理诉求。叙事伦理介入中职语文教学，转换了教学视角，在将学生作为主体的同时演绎文本中的道德情景，为学生提供了一个反思道德认知、调节心理症候的空间。
敘事倫理通過講述箇人經歷，提齣瞭與生命感覺相關的問題的同時也錶達瞭具體的道德意識和倫理訴求。敘事倫理介入中職語文教學，轉換瞭教學視角，在將學生作為主體的同時縯繹文本中的道德情景，為學生提供瞭一箇反思道德認知、調節心理癥候的空間。
서사윤리통과강술개인경력，제출료여생명감각상관적문제적동시야표체료구체적도덕의식화윤리소구。서사윤리개입중직어문교학，전환료교학시각，재장학생작위주체적동시연역문본중적도덕정경，위학생제공료일개반사도덕인지、조절심리증후적공간。
Narrative ethics raises issues concerned with life feeling and expresses the specific moral sense and ethical demands by telling personal experience. The intervention of narrative ethics in Chinese teaching in secondary vocational education changes the teaching perspective and treats students as subjects of the classroom while showing the moral situation in the texts, which finally provides students the space to reflect their moral awareness and adjust their psychological symptoms.
