论文选题设计方案题目道德认知发展理论的发展及其德育意义的比较研.docVIP

论文选题设计方案 题目：“道德认知发展理论的发展及其德育意义的比较研究”[1] 道德判断是一个人根据道德原则对什么是正确的或错误的行为进行的判断，即道德评价。科尔伯格认为道德判断是人类道德的最重要成分，是道德情感、道德意志和道德行为的前提。[2] 研究内容和问题： 本专题主要涉及两个方面的内容： 首先是对道德认知发展理论后期发展情况的清理，主要是从批判与超越、修正和发展两个角度对科尔伯格理论的发展脉络进行梳理。第一个角度是对科氏理论的男性中心、认知独断和阶段线性逻辑的批评和超越；第二个角度是科尔伯格理论的三方修正，即道德领域理论、道德双面理论和新科尔伯格理论。 其次是对其德育意义的比较研究，主要从德育研究、德育改革、德育课程与教学创新三个方面来比较分析，探讨对我们的启发意义。 研究方法的选择：文献[1]Darcia Narvaez , Daniel K. Lapsley. Moral identity, Moral Functioning, and the Development of Moral Character [J].Psychology of Learning and Motivation, 2009,50:237 -274. [2]Lawrence Kohlberg, Richard H. Hersh. Moral Development: A Review of the Theory [J]. Moral Development, 1977,16(2):53 -59. [3] James R. Rest, Darcia Narvaez, Stephan J. Thoma, Muriel J. Bebeau. A Neo-Kohlbergian Approach to Morality Research [J]. Journal of Moral Education, 2000,29:381 -396. [4] Lawrence Kohlberg. Stages of Moral Development[J]. Stages of Moral Development According to Kohlberg, 1971,28(3):205 -218. [5] Sue Ellen Henry. What happens when we use Kohlberg? His troubling functionalism and the potential of pragmatism in moral education [J].educational theory, 2001,51(3):259-276. [6]Anne Colby, Lawrence Kohlberg, john Gibbs, Marcus Lieberman, Kurt Fischer, Herberlt D. Saitzstein. A longitudinal study of moral judgment[J]. Monographs of the Society for Research in Child Development, 1983,48(1/2):1-124. [7]R.J.R.Blair. A cognitive developmental approach to morality: investigating the psychopath[J]. cognition, 1995,57:1-29. [8] Andre Schlaefli, James R. Rest, Stephen J. Thoma. Does Moral Education Improve Moral Judgment? A Meta-Analysis of Intervention Studies Using the Defining Issues Test[J]. Review of Educational Research, 1985,55(3):319 -352. [9] Lawrence J. Walker. Cognitive and Perspective-Taking Prerequisites for Moral Development [J]. Child Development, 1980,50(1):131 -139. [10]Lawrence J. Walker. The Sequentiality of Kohlbergs Stages of Moral Development [J]. Child Development, 1982,53(5):1330 -1336. [11] Richard N. Tsujimoto, P