【作者】 夏旋（Ipatenkova Yulia）；

【导师】 饶从满；

【作者基本信息】 东北师范大学， 比较教育， 2024， 博士

【副题名】以小学《宗教文化与世俗伦理学基础》课程为中心

【摘要】 20世纪90年代以来,苏联解体和东欧剧变导致俄罗斯面临巨大的政治、经济、文化转型。伴随思想政治教育的被取消,精神道德逐渐陷入了“价值真空”,各种价值观开始角逐,引发了“价值冲突”。为应对这一困境,普京上任之后提出了“俄罗斯新思想”,强调合成全人类共同价值和俄罗斯传统价值。2009年《俄罗斯公民个性精神道德发展与培养构想》明确提出要加强“精神道德教育”,旨在通过教育使学生接受基本民族和全人类价值,掌握俄罗斯多民族文化、精神与道德价值。俄罗斯通过多年实践,将“精神道德教育”贯彻到学校教育实践中,取得积极进展,得到社会广泛认同。 本论文主要研究普京时代精神道德教育,主要原因是普京时代与前苏联及叶利钦时代有很大的价值取向变化,而且其变化影响精神道德教育在学校的实施途径。新的精神道德教育取向指导着普京时代精神道德教育体系的建构,主要体现在小学四年级开设了一门专门的精神道德教育课程——《宗教文化与世俗伦理学基础》。课程分为六个不同的模块,部分关系到世俗伦理,部分关系到俄罗斯传统宗教伦理,其集中体现了普京时代精神道德教育价值取向在基础教育中的落实。本论文主要研究《宗教文化与世俗伦理学基础》课程中《世俗伦理学》与《东正教文化基础》两个模块的实施及其效果。论文的主要研究目标是分析普京时代精神道德教育目的取向如何在小学层面落实的。 为了更好地达成研究目标,本研究主要采用了两种收集资料的方法:文献研究方法和个案研究方法。通过文献研究作者收集了俄罗斯精神道德教育相关的政策文件,并且通过访谈法和观察法收集了俄罗斯小学教师和学生的一手材料。 基于以上分析,研究有以下研究发现:普京时代俄罗斯在制定国家精神道德教育政策时,借鉴苏联时代与叶利钦时代的经验与教训,在保持与叶利钦道德教育政策一定程度的连续性的同时,开发了适合当代俄罗斯国家需要的精神道德教育政策,其价值取向为“个人-理性”价值取向。在“个人-理性”价值取向下俄罗斯精神道德教育关注个体精神道德发展、尊重精神道德教育选择,因此允许宗教相关的精神道德教育思想走进世俗学校,发挥“道德化”的作用。 从实施来看,《宗教文化与世俗伦理学基础》实施体现在广义实施层次和狭义实施层面。广义实施包括课标和教材中的实施,其中课标对课程具体学习结果以及课程的具体安排做出规划,在目标上不同模块之间没有差异。教材则体现了课程不同模块的差异,不仅是在具体内容、插图或课前课后练习都有不同,不同模块的内容存在很大的差异。首先,运作的课程与领悟的课程在课堂安排和实施方式上存在不同。两个模块的教师虽然都遵守相同的结构、更偏向传统课堂,但在互动方式和教学方法上存在差异。而班级情况、学生学习兴趣和教师教学水平等因素也影响了教学方法的选择。实际实施中,教师有时会偏离自己设计的教案,导致实际效果与预期不同。其次,基于世俗伦理和宗教伦理基础的课程采取不同的实施方式。由于课程标准没有规定模块在实施方式上必须统一,不同模块的教师根据课程内容和班级情况选择了不同的设计方式。这种差异与课堂性质、学生兴趣和教师水平等因素有关。在评价模式上,两个模块的区别不大,教师们普遍采用课中和课后的提问,以及检查家庭作业的方式来了解学生学习情况。然而,实际实施中,辅助材料和设备的使用并不多,理想课程中出现的辅助材料在课堂上很少用到。 在课程内容有差异性的基础上,研究发现课程目标主要着眼于培养学生的“道德认知”,即了解并学会处理不同道德规范的知识。因此,课程效果也主要停留在“道德认知”层面,未能充分培养学生的“道德意志”和“道德行为”。具体而言,对《宗教文化与世俗伦理学基础》两个模块的学生访谈发现,学生大多仅在“道德认知”层面有所变化。研究表明两个模块的课程效果存在明显差异,差异主要体现在学生学习效果不一致、掌握的内容及内容程度不同,这导致了课程整体效果不显著等问题。另一方面,部分学生未能充分掌握课程相关的知识,因为这些知识超出了他们的理解范围。对于这部分学生而言,教育活动未能在其“最近发展区”进行,未能激发他们的学习潜力。信仰宗教的学生在《宗教文化基础》模块中表现出对已有知识的理解,而非因课程本身的学习。关于精神道德教育的效果,研究发现基于不同伦理基础的模块难以达到统一的效果。《世俗伦理学基础》模块学生的学习结果符合小学精神道德教育的价值取向,但仍然存在学生没有全面掌握不同关系规范的问题。而《东正教文化基础》模块则偏离了小学精神道德教育的价值取向。在宗教伦理课程中,不同信仰背景的学生对课程内容理解存在较大差异,而宗教伦理在世俗学校很难发挥自己的作用,逐渐演变成了一门文化课。 总的来说,课程实施存在差异,实际效果与理想状态有所偏离。今后的教育实践中,需要更加关注实际实施中的差异,通过优化教学方法和提供更多的支持,促进精神道德教育的更好实施。更多还原

【Abstract】 Since the 1990 s,the disintegration of the Soviet Union and the dramatic changes in Eastern Europe have led to significant political,economic,and cultural transformations in Russia.With the cancellation of ideological and political education,there has been a gradual emergence of a "value vacuum" in spiritual and moral aspects,leading to various value systems vying for dominance and triggering "value conflicts." In response to this dilemma,Putin proposed the "New Russian Idea" after taking office,emphasizing the synthesis of universal human values and Russian traditional values.In 2009,the "Concept of Development and Cultivation of Citizen Personality's Spiritual and Moral Sphere in Russia" explicitly proposed strengthening "spiritual and moral education" to instill in students basic national and universal values,and to grasp the cultural,spiritual,and moral values of Russia's multi-ethnic society.Through years of practice,Russia has integrated "spiritual and moral education" into school practices,making positive progress and gaining broad social acceptance. This thesis primarily studies the spiritual and moral education policy during the Putin era,driven by significant shifts in values compared to the Soviet and Yeltsin eras,which affected the implementation of spiritual and moral education in schools.The new orientation of spiritual and moral education guides the construction of the Putin-era spiritual and moral education system,mainly reflected in the introduction of a specialized spiritual and moral education course,"Foundations of Religious Culture and Secular Ethics," in the fourth grade of primary school.The curriculum is divided into six different modules,some related to secular ethics and some to traditional Russian religious ethics,reflecting the implementation of the value orientation of spiritual and moral education in basic education during the Putin era.This thesis primarily investigates the implementation and effects of two modules,"Secular Ethics" and "Foundations of Orthodox Culture," to understand the overall situation of different modules in the curriculum.The main research objective of the thesis is to analyze how the purpose orientation of spiritual and moral education during the Putin era is implemented at the primary school level. To better achieve the research objectives,this study primarily employs two methods of data collection: literature research and case study.Through literature research,the author collected policy documents related to Russian spiritual and moral education policies,and through interviews and observations,first-hand materials from Russian primary school teachers and students were collected. Based on the above analysis,the research has the following findings: In response to changes in politics,economy,and the international environment,Russia,when formulating national spiritual and moral education policies,drew on the experiences and lessons of the Soviet and Yeltsin eras.While maintaining a certain degree of continuity with Yeltsin's moral education policies,Russia developed spiritual and moral education policies suitable for contemporary Russian national needs,with a value orientation of "individual-rational" values.Under the "individual-rational" value orientation,Russian spiritual and moral education focuses on the individual's spiritual and moral development and respects the choice of spiritual and moral education,thus allowing religious-related spiritual and moral education to enter secular schools and play a "moralizing" role. In terms of implementation,the implementation of "Foundations of Religious Culture and Secular Ethics" is reflected at both a broad and narrow implementation level.Broad implementation includes implementation in curriculum standards and textbooks,with the curriculum standards planning specific learning outcomes and the specific arrangement of the curriculum.There are no differences in the goals among different modules.Textbooks reflect the differences in different module contents,illustrations,or pre-and post-class exercises,demonstrating significant differences in the contents of different module curriculums.Firstly,there are differences in the operation and understanding of the curriculum in terms of classroom arrangements and implementation methods.Although teachers of both modules adhere to the same structure,they lean more towards traditional classrooms,but there are differences in interaction and teaching methods.Factors such as class conditions,student interests,and teacher teaching levels also influence the choice of teaching methods.In actual implementation,teachers sometimes deviate from their designed lesson plans,leading to differences between actual and expected results.Secondly,courses based on secular ethics and religious ethics have different implementation methods.Since the curriculum standards do not stipulate that modules must be uniformly implemented,teachers of different modules choose different design methods based on the content of the curriculum and class conditions.This difference is related to classroom nature,student interests,and teacher levels.In terms of evaluation methods,there is little difference between the two modules;teachers generally use questioning during and after class,as well as checking homework to understand student learning.However,in actual implementation,the use of auxiliary materials and equipment is not extensive,and the ideal materials rarely appear in the classroom. Based on the differences in curriculum content,the study found that the curriculum objectives mainly focus on cultivating students' "moral cognition," that is,understanding and learning to deal with different moral norms.However,in reality,the effects of the curriculum mainly remain at the level of "moral cognition" and fail to fully cultivate students' "moral will" and "moral behavior." Specifically,interviews with students from the two modules of "Foundations of Religious Culture and Secular Ethics" found that most students only experienced changes at the level of "moral cognition." This indicates significant differences in the effectiveness of the courses in the two modules,leading to issues such as insignificant course effects.On the other hand,some students fail to fully grasp the relevant knowledge of the curriculum because it exceeds their understanding.For these students,educational activities fail to take place within their "zone of proximal development" and fail to stimulate their learning potential.Students who believe in religion show an understanding of existing knowledge in the "Foundations of Religious Culture" module,rather than learning from the curriculum itself.Regarding the effectiveness of spiritual and moral education,the study found that modules based on different ethical foundations are difficult to achieve unified effects.The learning outcomes of students in the "Foundations of Secular Ethics" module are close to the value orientation of primary school spiritual and moral education,but there are still issues with students not fully mastering different relationship norms.On the other hand,the "Foundations of Orthodox Culture" module deviates from the value orientation of primary school spiritual and moral education.In religious ethics courses,students from different faith backgrounds have significant differences in understanding the curriculum content,and religious ethics are difficult to play their role in secular schools,gradually evolving into a cultural course.Overall,there are differences in curriculum implementation,and the actual effects deviate from the ideal state.In future educational practices,more attention needs to be paid to differences in actual implementation,and promoting better implementation of spiritual and moral education through optimizing teaching methods and providing more support.更多还原