| The Value Clarification Method, as a teaching method in the western moral education, came into existing as an independent theoretical school in the year 1966 in company with the publishing of Value and Teaching jointly written by Louis E. Raths, Merrill Harmin and Sidney B. Simon, who have been recognized as founders of the school. In the year 1978, this theoretical and practical system came to perfection with the publishing of the second edition of Value and Teaching.However, the formation of this theory has witnessed positive and negative reactions in the western academia, but on the whole, positive comments prevailed. In the Chinese academia, this theory has enjoyed praised for its advantages and suffered criticism due to its disadvantages.Owing to its notable operability and timely nature, the Value Clarification Method has been widely accepted by western teachers and schools. At present, if this method is searched via the internet, tens of thousands of texts on its application can be found, showing its operability and practicality.In recent years, this method has been on research by political educators in some Asia countries and regions, including the Chinese Mainland and China Taiwan. For the time being, researches and transplantations on this theory mainly focus on its early-stage theories. For example, Zhong Qiquan, Li Boshu, Qi Wanxue, Yuan Guilin, Wu Ze and Huang Xiting, all eminent Chinese scholars, have given an evenhanded comment to this method in their works.Both Professor Yang Shaogang of Nanjing Normal University and Wang Lixin of Center of Basic Education affiliated to Beijing Academy of Educational Sciences point out that in politics teaching, teachers are expected to emphasize and apply the Value Clarification Method and Life Experience Method to improve moral awareness by analysis, discussion, discrimination, taste and imitation. However, there are few achievements in the practical application of the Value Clarification Method.Since the year 2003, more and more articles on researching and reviewing the Value Clarification Method have been published. However, most articles primarily illustrated the referential meanings to the political and ideological education in high schools, so it's fair to say that they just introduced and appraised this method. In addition, few articles on the application of the Value Clarification Method in politics teaching in senior high schools could be found.To meet the need of reforms in new curricula and to confront with problems in politics teaching of senior high schools, this thesis has adopted and combined several methods, such as action research, contrastive observation, analysis of individual cases, comparative studies and research on documents and emphasized the transplantation and application of this method in politics teaching of senior high schools. This text has pointed out several inspirations of this method and highlighted the need, theoretical and practical values of the research in promoting the reform and innovation of politics teaching in senior high schools.This text contains five parts:The first one: preface. In the preface, the author has summarized the research status of this method both home and abroad and the method, objectives and significances of this research. Under the new curriculum reform, this research has great practical significances in deepening politics teaching in senior high schools, enriching teaching strategies and building teaching theories.The second part: commentaries on the Value Clarification Method. Firstly, the definition of this method; secondly, analyses on the background and theoretical basis of its appearance; thirdly, transplantation of four elements, three phases, seven specific steps and further improvements of the evaluation process; fourthly, examples given by means of clarification reaction method, value continuum and value sorting. Finally, the text gives positive comments from aspects of clinging the moral education to life, enhancing the operability of the moral education, respecting students as the main body, combining the knowledge and actions and stressing cultivation of the valuation and selectivity of students, and at the same time, indicates the major defects of this method, i.e., the advocacy of relativism, particularly stressing course instead of specific contents of the moral education and the advocacy of"teacher"neutrality but neglecting the guide role of teachers.The third part: under the new curriculum reform, the transplantation of this method to politics teaching in senior high schools. Firstly, transplantation of the definition of transplantation, pointing out that the transplantation research is a valuable approach for professional development of teachers; secondly, discussion of significances of such an transplantation, mainly lying in practical operations in the class, enriching teaching strategies and methods, helping to the cultivation of moral quality of the main body, promoting the conversion of teachers' role, building a democratic and open study atmosphere, combining emotion and action of students, enhancing the unification of knowing and doing and fostering the social responsibility awareness of students; thirdly, argumentations on the need of such an transplantation from aspects of significances and arduousness of value education, psychological features of senior high school students, influences of the pluralization of values during the transition of the society, challenges faced by the politics teaching due to the multi-direction of information spread in the information age; fourthly, argumentations on the feasibility of such an transplantation from aspects of the teaching guideline of combination of theory and practice in politics teaching, ideals put forward by the new curriculum objectives and detailed working methods of this method; finally, issues to be observed during the transplantation, i.e., critical transplantation, transplantation of deep-level education ideals and the indigenization process of the transplantation.The fourth part: application of this method to politics teaching in senior high schools. In line with the three-dimensional objectives put forward by the new curriculum standards, guided by the Marxism and critically absorbing reasonable elements of this method, the text has brought forward common steps of this method in politics teaching of senior high schools, figured out issued to be observed during the application of such an transplantation and illustrated the specific application of this method in politics teaching of senior high schools by examples. The fifth part: conclusions of the transplantation and application of the Value Clarification Method in politics teaching of senior high schools. Take the author's class exercising this method as an example, to explain that the combination of independent selection by students and zealous guidance of teachers are supposed to be the basic principle and method orientation of politics teaching of senior high schools and that such are for key factors to improve the timely of politics teaching in senior high schools as closing to life, inspiring moral demand, stressing affective experience and promoting the unification of knowing and doing. In conclusion, it is considered that in senior high schools, it is critical for teachers to teach students how to select and for students to learn how to make selections.This text focuses on theoretic research only and our next step will be turned to practical proof research. We try our best to select some typical samples to carry out experiments, and then popularize this method in the politics teaching in Guangxi or even throughout the country. It's really an effective way to change the currently positive situation for politics teaching from its peripherization trends.
|
PDF Full Text Request