論文選題設(shè)計(jì)方案題目道德認(rèn)知發(fā)展理論的發(fā)展和德育意義的比較研(存儲(chǔ)版)
【正文】 rence 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 NeoKohlbergian 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):259276.[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):1124.[7]. A cognitive developmental approach to morality: investigating the psychopath[J]. cognition, 1995,57:129.[8] Andre Schlaefli, James R. Rest, Stephen J. Thoma. Does Moral Education Improve Moral Judgment? A MetaAnalysis of Intervention Studies Using the Defining Issues Test[J]. Review of Educational Research, 1985,55(3):319 352.[9] Lawrence J. Walker. Cognitive and PerspectiveTaking Prerequisites for Moral Development [J]. Child Development, 1980,50(1):131 139.[10]Lawrence J. Walker. The Sequentiality of Kohlberg39。第一個(gè)角度是對(duì)科氏理論的男性中心、認(rèn)知獨(dú)斷和階段線性邏輯的批評(píng)和超越；第二個(gè)角度是科爾伯格理論的三方修正，即道德領(lǐng)域理論、道德雙面理論和新科爾伯格理論。于是，在考證了這些方面的情況后，在黃老師的建議下，我選擇深入做這個(gè)題目的專題研究。然而，學(xué)生置身的確確實(shí)實(shí)就是這樣一個(gè)復(fù)雜的、充滿了兩難選擇的、不完美的社會(huì)。而且這些年雖然幾經(jīng)改革并
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