First, the challenge of Big Big Wolf to traditional role models.
With the popularity of Pleasant Goat and Big Big Wolf, a number of cartoon characters are deeply rooted in people's hearts, among which the most prominent phenomenon is the popularity of Big Big Wolf, which quickly formed the "Big Big Wolf phenomenon". From kindergarten children to middle-aged and elderly people, many people are familiar with Big Wolf, and there are also many loyal fans and supporters of Big Wolf. The wolf has become one of children's favorite animated images. "I will definitely come back." The classic language of Grey Wolf after each failure is widely circulated. Someone summed up several advantages of Big Wolf: cuteness, diligence, love of invention, no temper and never being discouraged. The story of wolves and sheep is widely circulated in China. Wolves have always been the embodiment of bad people and evil forces, and they are spurned and hated by people. Big Big Wolf changed all this and actually became a new idol and role model. On the contrary, the example we have been promoting for a long time has been ignored. It is difficult for children to think of Kong Rong, Shi Chuanxiang, the dung digger, Xu Hu, the repairman, and Lai Ning, the hero of fire fighting. These traditional role models are just symbols in books and teachers' mouths for children, which are so far away that it is difficult to integrate into students' thoughts and daily life like the wolf. It is hard for educators to believe that the example carefully selected and shaped for children has been defeated by wolves, which should be denied and spurned. The core of example education-example is facing new challenges.
Second, the reasons for the loss of traditional role models
The "failure" of traditional role models and the decline of the influence of role model education make us alert. However, we can't just feel helpless about reality, but also need to explore and understand the root of the phenomenon. Why do traditional role models lose their charm? What's the difference between a traditional role model and Big Big Wolf?
1. Superficial reason-apotheosis of example
Comparing the two, we will soon find that their difference is the difference between "God" and "Man". First, the distance between traditional role models and students is getting farther and farther: traditional role models are "historical symbols" for students, not "living people". For example, the story of "Kong Rong letting pears" has always been used by teachers and parents for "humility" education and "respecting the old and loving the young" education. Kong Rong has also become a typical traditional role model. Under the guidance of teachers and parents, the children came to the conclusion that we should learn from Kong Rong's good moral character of respecting the old and caring for the young, and being modest and prudent. Another example is Yan Hui, whose students all know that he "eats and drinks" without changing his enjoyment. Under the guidance of the teacher, the children came to a conclusion: We should learn from the excellent quality of poor music in Yan Hui. But how much do today's children agree with Kong Rong and Yan Hui? They are so far away that they have no thickness and fullness of life. The world of children is very different from the times and environment in which they live. For children, if there is no profound historical knowledge background, it is difficult to regard a distant figure as a moral example and model on their own life path with only a short story! So how can children identify with their behavior?
Secondly, traditional role models have almost "divine" moral demands. The traditional Confucian model pursues the goal of "self-cultivation, keeping the family in order, governing the country and leveling the world" and the ultimate realm of "sanctification". The traditional role model is so perfect that it is a "god" without shortcomings and life. But children have no sense of identity and closeness to role models. They are just symbols worth looking up to. Let's take a look at Big Big Wolf, which is a topic that children talk about. It is a "living" wolf displayed in children's field of vision with modern technology and language. It's real for the children's world. It has failures and successes, but also something to fear and cherish. It presents children with a basically complete life, which is accepted and liked by children. On the contrary, the behavior of role models can't make children realize that this is a real event, so they can't be moved. In modern pluralistic society, many values coexist, and children begin to form their own goal choices, instead of blindly worshipping official role models, they choose role models that meet their interests and expectations from their own goal choices. It is also foreseeable that the traditional example of "God" will be defeated in front of the new "living example". The core of model education is not recognized by children, so it is difficult to internalize the moral knowledge gained through model education into the intrinsic quality of students.
2. The deep reason is the lack of subjectivity of the educated.
Education is an activity between people. Moral education is an educational activity that depends on the emotion and inner participation of the educated (children). Without children's full participation, moral education activities will be so boring. As mentioned above, a very important reason for the low effectiveness of example education is that the example of example education can not arouse children's interest in imitation and can not gain their sense of identity. Traditional role models are at a disadvantage in the competition of moral role models in the pluralistic era because of objective factors such as time and space differences and their universal moral demands of "God Man", and role model education is facing doubts. The deep reason is that school moral education ignores the subjectivity of the educated in the choice of role models.
In model education, only educators and educatees have a dynamic selection mechanism. Therefore, the choice of role models is mainly the choice of two subjects: one is the choice of educators; The first is the choice of the educated. Because education itself is an activity to inherit knowledge and promote the development of the educated, schools and teachers are in obvious advantages and strong positions in education, while the educated are in a weak and passive position. Therefore, for a long time, the choice of role models was made by teachers, or from the perspective of teachers, the second choice angle-the choice of educated people basically did not exist. Children's life, children's vision and children's choices cannot ultimately affect the choice of role models. The children chose Big Wolf, but the teachers didn't. Therefore, children can only passively accept the examples given by teachers and parents. In the choice of role models, the subjectivity of the educated is once again ignored. However, children, as an indispensable subject in the education process, can't give full play to their subjective initiative, so the moral education effect of role models on the educated can't be given full play.
Third, the example construction in the pluralistic era.
The traditional role model has failed in the face of the challenge of Big Wolf, and the role model education has little effect in school moral education. Has the moral education function of example education degenerated? Should model education withdraw from school moral education? The answer is no, starting from the logical basis of the existence of example education, we will find that example education is still very important for moral education. The existence of model education is based on the following two aspects: First, the needs of human society. The fine virtues and qualities of human society are inherited. Morality is the norm and standard to maintain the relationship between people. The continuity and development of human society from generation to generation need virtue, and the stability of social order needs virtue. Therefore, virtue needs to be passed on to the next generation. The second is the law of human development. "The process of human growth is a process from imitation to innovation." [2] Suhomlinski summed it up as a famous saying: "People can only achieve it with people" because "only personality can affect the development and adjustment of personality". [3] Although the times are changing and the spirit of the times is changing, the two logical foundations of the existence of example education have not changed, which determines the inevitability of the existence of example education. However, in a society with diversified values and choices, how role models can continue to exert their moral education effectiveness and better influence the development of children's personal qualities requires the construction of role models.
1. Double subjectivity in case selection
Moral education is an educational activity that educators influence the moral quality of the educated. In the process of moral education, educators, on behalf of the country, society and nation, impart the values and moral concepts recognized by the country, society and nation to the educated, and make the educated become qualified social people who meet the moral requirements through the process of moral education. Therefore, educators are naturally subjective in the choice of role models. For a long time, China's role model selection really only focused on the subjectivity of educators and the needs of society. However, with the progress of the times, those role models who have played an important role have been unable to give full play to their moral education functions under the impact of the pluralistic era. As Percy can say: "Any attempt to forcibly imitate will cause resistance or indifference, making it impossible to achieve its goal." [4] So, is it necessary to decide the choice of an example entirely by the subjectivity of the educated? Not exactly. The subjective initiative of the educated (children) plays an important role in educational activities and even determines the success or failure of education to a great extent. The role model chosen from the child's perspective will certainly get the recognition and support of the child, but if you don't choose to blindly follow the child's choice, you will fall into the extreme of "role model nihilism". Example education, everything can become a moral story, everyone can become a moral example, which will make the example disappear and become nothingness.
Educators' mental development and ideological level are generally higher than those of the educated, and there must be a gap between them. At the same time, teenagers with immature mental development are arbitrary and blind in choosing role models. This requires educators to guide the choice of role models, and to achieve dual-subject selection when choosing role models. The dual subjectivity of role model selection means that the first round of role model selection is selected and enriched from the perspective of children, while the subjectivity of educators is reflected in the second round of role model selection. Educators should re-screen and construct the selected "backup role models" from the perspective of children. For example, Grey Wolf won the first round of screening and became a backup role model. Schools and educators will judge whether Grey Wolf meets social moral standards. If it basically meets the moral requirements, then educators need to dig and construct the highlights of Big Big Wolf and present them to children. One thing to be grasped in the choice of role models is that only by gaining an image recognized by both educators and educatees can they become excellent moral role models. One-sided dependence on either side will bring hidden dangers to example education.
2. Diversity of role model selection
The diversity of selected examples refers to the diversity of selected objects. For a long time, the choice of China's traditional role models has been limited to ancient sages, celebrities and heroes. Although these examples are worthy of praise and emulation, in a society with diverse values, if we stick to the traditional model selection mode, stick to the "apotheosis" mode and refuse the "humanization" mode, and refuse the diversified and diversified model selection, then model education will inevitably come to a dead end and cannot undertake the heavy responsibility of moral education. The essence of diversified role models is to require multi-level humanized selection and presentation.
An excellent example, as once said, must be based on truth. "An example worthy of our admiration and pursuit must be based on truth." [5] Indeed, authenticity is the most fundamental and necessary condition for an excellent moral example. Truth makes it credible, truth makes it possible to be imitated, and truth makes it recognized by children. However, what is the scale to evaluate its authenticity? In the final analysis, there is no doubt that it is human nature-a real moral example must conform to human nature. The truth of the example lies in the truth of the scene where the example produces this kind of moral behavior, and in the truth and fullness of the example characters. A role model is not just a dry performer of a certain behavior, but a complete process of such a moral behavior presented to children, not just the result of moral behavior. Only in this way can the educated not feel that the role model is "false, big and empty". In addition, the source of role models should be multi-level, not just the characters and images that children look up to. The image of Big Big Wolf can slightly reflect this point to the extreme: Big Big Wolf comes from children's life and is more contemporary; The wolf is a character image from the real life experienced by children, and it comes from a denied animated image. Isn't it the nature of animals to eat sheep? But in qingqing grasslands's code, there is no provision that "the wolf eats the sheep guilty". In addition, Big Wolf has too many advantages ―― being good at inventing and never giving up, which children should learn. Therefore, the image of Big Wolf basically meets the requirements of the role model. From Big Wolf, we can see ordinary people, cartoon characters and so on. They live around children, and their words and deeds can reflect the basic values of human beings and the moral requirements of our citizens, so they should be given priority as role models for children to learn. The choice of example should be a diversified choice in line with human nature.
3. Scientific choice of role models
An example exists because it has an ideology and morality that can be imitated and respected by people. The morality of an example is the first element of its existence. The traditional moral role models in our country are those who are unprofitable for a long time, even those who are unprofitable forever, just like China's ideal personality of "sanctifying" since ancient times. There is no doubt about the morality of the ideal personality of "sanctification" They can be the kindest, the best and the greatest people. However, whether their behavior can serve as an example for the 2 1 century still needs an important indicator, that is, the scientificity of the example. According to a data of China Youth Daily, 36 typical children were commended by the central and provincial governments. The situation is roughly as follows: 1, 9 people fought bravely with the bad guys, accounting for 25%; 2. 14 gave up for others, accounting for 38.8%( 1 1 rescuer, 10 person died); 3. Five people keep livestock, accounting for13.58%; 4. Fire fighting and fire truck 5 people, accounting for13.58%; 5.3 people were helpful, accounting for 8.3%. This information illustrates the role model problem of young people in China from one aspect-attaching importance to courage and neglecting wit. Being brave is indeed a commendable act, and it also embodies the excellent tradition of the Chinese nation, but educating children can't stop there. Today, courage should be integrity and wisdom. Only an upright and wise example can meet the development and requirements of the present era, conform to the actual situation of children and minimize unnecessary losses.
The moral behavior of role models should adapt to the physical and psychological characteristics of children. As Comrade Deng pointed out: "Educating children and adolescents is a comprehensive science, which includes psychology, physiology, education, ethics, medicine and social science." Therefore, it is an important guarantee for the success of model education to apply multidisciplinary knowledge and pay attention to the scientificity of model selection.
"Observers can acquire cognitive skills and new behavior patterns by observing other people's behaviors." "Examples show new thinking patterns and behavior patterns that observers did not have originally. Through observation, observers can also form the same form of thinking and behavior. " [6] Through imitation learning, children can obtain excellent moral behavior. However, the purpose of example education is not limited to this. The study of role models does not stop at the imitation of role models, but the moral spirit embodied in these specific behavior patterns, from which students' moral thinking ability and moral behavior ability are cultivated.
refer to
[1] class flower. On modern moral education. Hefei: Anhui People's Publishing House, 2000.
[2] Liang Jun. Selection and classification of moral education models in schools. Teaching and Management, 2009(2 1).
[3] Sukhomlinski. See Cui. A new probe into moral education. Beijing: Guangming Daily Press, 1987.
[4] Percy? Yes. Principles of education. Beijing: People's Education Press, 1964.
[5] Zeng. Moral psychology. Changsha: Central South University Press, 1990.
[6][ America ]A? Bandura Social Basis of Thought and Behavior ―― Social Cognitive Theory (I). Trans. Lin Ying et al. Shanghai: East China Normal University Press, 2005438+0.
(Editor Andy)