一、在教育实践中我们经常发现,某些中学生在思想认识(“知”)与实际行动(“行”)上有着很大的差异:他们有着对真善美的道德认知,却对身边的公益事情漠不关心(“知而不行”);期待建立和谐规范的班级秩序,自身却屡屡违反规章制度(“知行相悖”);尽管能遵守一些社会公德,却非发自内心,迫于压力(“行而不知”)。这种“知”与“行”的脱节使一部分学生成了“两面人”式的双重人格,我们的学校德育也深深地陷入这种“知行不一”的困境之中。 First, in education practice, we often find that some middle school students have a big difference in their ideological understanding (“knowledge”) and practical actions (“walking”): they have a moral awareness of truth, goodness and beauty, but We are indifferent to the public welfare activities around us (“know without going”); we expect to establish a harmonious and regular class order, but we have repeatedly violated the rules and regulations (“students know each other”); although we can abide by some social morality, we cannot Heart, under pressure (“I do not know”). This disconnect between “knowledge” and “line” has made some students a double-person personality, and our school moral education has also deeply fallen into this kind of “inconsistent knowledge”. In the predicament.