价值观作为一种持久稳定的观念系统，集中表达了人们对于是非、善恶、美丑等评判标准的认识，它既是个体思想和行为发生的主导因素，也关系着社会共同体的存续。学校自诞生之日起，便承担着引导年轻一代形成积极价值观念和完善价值体系的责任。而价值观教学作为一项直接探讨价值问题及其处理规范的教育实践活动，在价值传承的自觉性、系统性和深刻性方面均有着其他学校教育途径难以比拟的优势，长期发挥着独特作用并得到了广泛关注。当前，随着多元文化格局的确立，以往那种基于确定性秩序的教学传统已失去了延续的可能，价值观教学也面临若各种新的挑战，甚至遭受着合理性与有效性的双重质疑。为了回应这些重大时代挑战，需要对当代价值观教学的价值定位及其实践路径等重大理论问题进行更为深入的探讨，进一步完善和发展价值观教学理论。
基于上述考虑，论文立足于多元文化时代价值观教学的现实遭遇，综合运用理论研究、文献分析、访谈调查等具体方法，沿着由境遇考察到概念厘定，再到价值分析，进而规划实践路径的总体思路，坚持历史与现实相对照、一般与特殊相统一、理论与实践相结合的基本原则，站在教学论的学科立场上，围绕着多元文化时代价值观教学的价值定位及其实践路径这一核心问题，提出了富有时代特点的理论主张，为当代价值观教学的实践优化提供了重要依据。
论文提出了“追寻理性共识是当代价值观教学的核心追求”这一基本主张。进入多元文化时代以来，在西方价值观教学的理论与实践探索中，形成了两种不同的价值定位及其实践路径：（1）崇尚个体理性，强调价值探究过程；（2）重塑社会共识，强调价值教学结果。这两种价值观教学理论主张与实践模式，各具特色，但都不足以应对多元文化时代的挑战。当代价值观教学应致力于促进学生形成关于价值问题的理性共识，努力寻求“理性”与“共识”的有机融合。所谓“理性共识”，指的就是一种基于理智审思而形成的一致性意见，其主要指向公共性问题的解决，表现为个体见识与集体智慧的融通，且有着层次与程度的内部区分。“理性共识”既不同于来自外部强制的“虚假共识”，也超越了耽于情绪感受的“表浅共识”，更与不计结果性质的“消极共识”相分离，是一种源于理性、经由理性且成于理性的共识状态。以“理性共识”作为价值观教学的核心追求，不仅有助于个体精神世界的构筑，以及社会和谐秩序的稳固，还有利于明确价值观教学作为一种教育途径的不可替代性及其功能的有限性，帮助我们更为辩证地看待其存在的当代危机。而且，就人类社会生活以及教学内部组织的特点来看，“理性共识”皆具备实现的可能，完全可以成为当代价值观教学发展路径的真实选择。
为了促进理性共识的达成，需要进一步改进与完善价值观教学的实践活动，并在理论层面探寻可行的实践优化路径。论文以教学认识论为理论基础，结合价值认识的特殊属性，借鉴哲学、政治学有关理性共识达成的经典学说，从教学内容加工、教学活动建构以及教师角色定位三个方面探讨了当代价值观教学的实践路径问题，并提出了相应的实践优化设想。
论文建构并阐释了价值观教学内容加工的“三层次五元素”结构模型及其应用要点。理性共识的形成需要以教学认识对象的充分打开为前提，需要借助认识对象自身的结构，从其表层逐步深入到内部，进而获得细致而准确的理解。为此，论文依据价值观的本体结构，以及主体价值学习的意识展开过程，建构了由价值情境、价值关系、价值理据、价值规范以及价值原则组成的“三层次五元素”模型。其中价值情境居于“基底层”，是学生价值认识的起点和具体素材，价值关系、价值理据和价值规范居于“延伸层”，是追寻理性共识的线索和分析框架，至于价值原则则居于“最终层”，是我们期望学生最终获得的稳定思维模式和基本价值观念，需要经过长期的教学影响和反复的自我体悟方能成型。在对价值观教学内容进行加工处理时，可以根据这一模型，按照剖析原始素材中的价值元素、确定价值观教学内容的加工重点，以及设计价值观教学内容的逻辑关联三个要点，将抽象概括的价值观念转化为学生可以具体操作的教学认识对象，使其真正融入学生内在的精神世界。
价值理解是当代价值观教学活动建构的中心环节。价值观教学涉及价值识别、价值感知、价值理解、价值认同和价值实践等基本环节，而价值理解意味着主体对于价值问题的深层追问，表现为不同主体间的视域融合，在很大程度上决定着理性共识达成的效率和品质，是多元文化时代下价值观教学的主导活动和中心环节。在设计价值观教学活动时，需要突出“对话一理解一共识”的方法路线，并依循整体协同、主体参与以及多向互动的活动构建原则进行统筹规划，以使学生在多样的主体活动中，形成符合理性的基本共识。追寻理性共识的价值观教学，要求教师正确定位自身角色并科学发挥主导作用。应当摒弃教师作为价值权威者与价值中立者的极端主张，树立起教师作为价值引领者的角色观念。并通过创造良好的实践环境、给予恰当的教育支持，以及激发持续的自我修炼等方式，克服因意向迷失、角色焦虑、支持缺位等因素对当前教师角色践履造成的实践阻抗，确保教师成为学生价值成长道路上的坚强后盾，更好地实现价值观教学对于理性共识的追寻。

As a lasting and stable concept system, values intensively express people's understanding of the criteria, such as right and wrong, good and evil, beauty and ugliness. It is not only the dominant factor which lead to individual's thoughts and behavior, but also relates to the existence and continuation of social community. Since the emergence of school, school education has assumed the responsibility of guiding the younger generation to form positive values and perfect value system. Compared with other school educational approaches, values teaching as an educational practice that discusses value issues and its handling norms directly, has incomparable advantages in the consciousness, systematicness and profundity of values inheritage.
Meanwhile, it has long plaved a unique role and received extensive attention At present, with the establishment of a multicultural pattern, the past teaching tradition which based on the deterministic order has lost the possibility of continuation, and the values teaching is also facing various new challenges, even being questioned in terms of its rationality and effectiveness. In order to respond to these major challenges, it is necessary to deeply discuss on the value orientation and practical path of contemporary values teaching, so as to further improve and develop the values teaching theory.

Based on the above considerations, this thesis stands on the reality of values teaching in the multicultural era, and comprehensively uses various methods such as theoretical research, literature analysis and interview survey. The research thinking is from the actual inspection to concepts definition and value analysis, then finally to plan practical paths. This thesis insists on the basic principles of comparing history with reality, unifying generality and specialty, and combining theory with practice, then systematically discusses the value orientation and practical path of values teaching in the multicultural era systematically from the perspective of teaching theory, Furthermore, it puts forward some theoretical propositions with a sense oftimes, which can provide important foundation for the practical optimization ofcontemporary values teaching The thesis puts forward a basic proposition, that is seeking for rational consensus is the core pursuit of contemporary values teaching. Through the theoretical and practical discussion about values teaching in Western countries, there has been formed two different values orientation and practical paths of contemporary values teaching the one is advocating individual rationality and emphasizing the process of value inquiry, and the other one is reshaping social consensus and stressing on the learning results. These two values teaching theories and practical modes have their own characteristics, but both they are not enough to manage the challenges of the multicultural era. Contemporary values teaching should be committed to promoting students to form rational consensus on value issues, and strive to seek the organic integration of rationality and consensus. Rational consensus, in brief, refers to a kindof consistent opinion based on rational thinking, which mainly points to the solution of public problems. It displays as the integration of individual knowledge and collective wisdom, and has internal differences in levels and degrees. In addition, rational consensus is different from the false consensus which is imposed from external pressure, but also goes beyond the superficial consensus which is indulged in emotional feelings and also separated from the negative consensus which is unconcerned of the results. All in all, it is a consensus state that originates from rationality, passes through rationality and also can developed one's rational ability. Taking rational consensus as the core pursuit of values teaching can not only conducive to the construction of individual spiritual world and the stability of social harmonious order, but also contribute to clarifying the irreplaceable role and limited finction of values teaching as an educational approach, and helping us to look on its contemporary crisis more dialectically. Moreover, judging from the characteristics of human social life and the internal organization of teaching, rational consensus can be completely realized, so it should become the choice of the development path of contemporary values teaching.

In order to promote the achevement of ratuonal consensus, it is necessary to further improve and perfect the practical activities of values teaching, and to explore feasible optimization paths in practice at the theoretical level. This thesis based on the theory of teaching epistemology, combined with the special attribute of value cognition, and learned from the classical theories of philosophy and political science about rational consensus, then discussed the practical path of contemporary values teaching from three aspects of teaching content processing, teaching activity construction and teachers' role osition, and lastly puts forward corresponding practical optimization strategies. 

In terms of teaching content processing, this paper constructs a "three-level andfive-element"structural model and explains its application points. The formation of rational consensus needs to be premised on the full opening of the cognitive objects in teaching, and needs to gradually deepen from the surface to the inside with the aid of the structure of the cognitive objects themselves, so as to obtain a detailed and accurate understanding. For this reason, according to the structure of values themselves and thesubject's consciousness process of value learning, this paper constructs a "three-level and five-element"model that composed of value situation, value relation, value motivation, value norm and value principle. Among them, the value situation is at the
"ground layer", which is the starting point and concrete material of students' value cognition. The value relationship, value motivation and value norm are in the
"extension layer", act as the searching clue and analytical framewwork of rational consensus. As for the value principle, it is at the "ultimate layer", it represents the stable mode of thinking and basic values that we expect students to eventually acquire, it requires long-term teaching influence and repeated self-understanding. When processing the content of values teaching, we can follow these steps according to the model, firstly, analyzing the value elements in original material, secondly, determining the focus of teaching content process, finally, designing the logical connection of these teaching content. If we do so suitably, we can make the abstract and generalized values transformed into concrete cognition objects which students can operate, and only in that way, this content can be truly integrated into students' inner spiritual world.

Value understanding is the central link in the construction of contemporary values teaching activities. Values teaching activities involves some basic links, including value identification, value perception, value understanding, value identification and value practice. In the above activities, value understanding means the deep questioning from subjects on value issues, and also manifested in the fusion ofhorizons between different subjects. To a large exstent, it determines the efficiency and quality of rational consensus, so we can say, value understanding is the leading activity and central link of value teaching in the multicultural era. When designing values teaching activities, it is necessary to highlight the procedure of "dialogue-understanding-consensus", and according to the principles of integral coordination, subject participation and multi directional interaction to make overall planning so that students can form rational basic consensus in various subject activities.

 Values teaching which in pursuit of rational consensus requires teachers to correctly position their roles and play a leading role scientifically. We should abandon the extreme claim that teachers are value authoritarians or value neutrals, and establish the concept of teachers' role as value leaders. And for there are some practical resistancetowards current teachers' role fulfillment caused by intention loss, role anxiety, and lack of support, we need create a good practice environment, give appropriate educational support, and stimulate teachers' continuous cultivation, in order to ensure that teachers become a strong backing on the path of students' value growth and better promote the pursuit of rational consensus of value teaching.