建构主义视域下“做中学”茶文化融入技工院校德育的实践路径

A Constructivist Perspective on the Practical Path of Integrating Tea Culture into Moral Education in Vocational Schools through “Learning by Doing”

摘要: 技工院校德育长期面临“知行脱节”的现实困境，传统灌输式德育难以真正内化为学生的行为自觉。茶文化蕴含丰富的德育资源，其礼仪性、审美性与实践性与技工院校“做中学”的教学特质高度契合，但现有茶文化教育多停留在技能选修层面，尚未有效发挥德育功能。本文以建构主义学习理论为分析框架，结合杜威“做中学”理念，从情境创设、任务驱动、社会互动、反思评价四个维度，系统探索茶文化融入技工院校德育的实践路径，旨在实现从“技能训练”到“价值建构”的德育转型，为技工院校文化育人提供可操作的理论参考与实践方案。

Abstract: Moral education in vocational schools has long faced the practical challenge of “disconnect between knowledge and practice”, as traditional didactic approaches struggle to foster genuine behavioral commitment among students. Tea culture offers abundant moral education resources—its ceremonial, aesthetic, and practical dimensions align closely with the “learning by doing” pedagogical approach characteristic of technical institutions. However, current tea culture education remains largely confined to skill-based elective courses, failing to fully realize its moral educational potential. Using constructivist learning theory as an analytical framework and integrating John Dewey’s “learning by doing” concept, this study systematically explores practical pathways for integrating tea culture into moral education across four dimensions: scenario creation, task-driven learning, social interaction, and reflective evaluation. The aim is to facilitate a transformation from mere “skill training” to comprehensive “value construction”, providing actionable theoretical references and practical solutions for cultural education in vocational schools.