本文選題：晏陽初 + 公民教育��； 參考：《華中師范大學(xué)》2008年碩士論文

【摘要】： 自五四新文化運動以來,中國的傳統(tǒng)文化遭受到史無前例的沖擊,逐漸由舊文明體系轉(zhuǎn)向現(xiàn)代文明體系。在近代中西文化沖突與匯合的洶涌浪潮中,各種教育思潮相繼涌現(xiàn),有平民教育思潮、鄉(xiāng)村教育思潮、生活教育思潮等等。晏陽初的教育思想做為其中重要的一支,尤其是他平民教育思想中的公民教育思想,不僅在20世紀(jì)20、30年代的中國獲得了成功的驗證,而且指導(dǎo)了許多亞非拉國家的社會改造事業(yè),對于提高這些國家民眾的素質(zhì)和催生現(xiàn)代民主產(chǎn)生了深刻的影響。新時期,黨的“十七大”報告強調(diào)加強公民意識教育,樹立社會主義民主法治、自由平等、公平正義理念,而公民意識不會自發(fā)形成,有賴于系統(tǒng)的公民教育,這就把公民教育提到顯著的位置上來,其意義非同尋常。因此,考察晏陽初公民教育運動的歷史,客觀揚棄他的公民教育思想和實踐經(jīng)驗,在我國加強公民意識教育和民主政治觀念的培養(yǎng)的今天,無疑具有重要的理論意義和實踐意義。 基于上述理性思考,本文的主體框架由以下五部分組成: 第一部分解析晏陽初公民教育思想產(chǎn)生的歷史背景。晏陽初深受儒家文化和西方民主思想的滋養(yǎng),使他成為兩種異質(zhì)文化的承載者與傳播者,這是理解晏陽初的關(guān)鍵,也是研究晏陽初公民教育思想與實踐的切入點。在此基礎(chǔ)上,著重分析晏陽初公民教育思想的萌芽、形成、成熟。 第二部分探討晏陽初公民教育與文藝教育、生計教育、衛(wèi)生教育的相互關(guān)系,說明公民教育是其平民教育的最終目的與歸宿。從廣義上說,晏陽初的平民教育就是公民教育,文藝教育只是公民教育的基礎(chǔ),生計教育和衛(wèi)生教育也是為公民教育提供更好的條件,因此,公民教育貫穿于晏陽初平民教育的始終,是平民教育的最終的目的。 第三部分闡述了晏陽初公民教育思想的目標(biāo)與主要內(nèi)容。通過了解晏陽初公民教育思想目標(biāo)的構(gòu)成及其特點,從增強公民的國家意識、培養(yǎng)公民公益意識與責(zé)任觀念、培養(yǎng)公民知識與公民道德以及培養(yǎng)公民參與地方及基層政治生活和社會生活的意識與能力等四個方面明確了晏陽初公民教育思想的主要內(nèi)容。 第四部分論述了晏陽初公民教育思想實施的原則、途徑與方法。晏陽初在實踐中探索出一套適合中國國情的公民教育實施原則,創(chuàng)造了講授法、勸導(dǎo)法、圖說法、實踐鍛煉法等有效的公民教育實施方法,以及學(xué)校式、社會式、家庭式等具有鮮明中國特色公民教育教學(xué)形式。 第五部分總結(jié)了晏陽初公民教育思想對當(dāng)代思想政治教育的價值。通過客觀評價晏陽初公民教育思想與實踐的成效和局限性,揭示了其公民教育思想的當(dāng)代價值。尤其從公民教育與思想政治教育的相互關(guān)系出發(fā),發(fā)掘晏陽初公民教育思想對于我們今天加強公民教育,增強思想政治教育實效性的當(dāng)代價值。
[Abstract]:Since the May 4th New Culture Movement, Chinese traditional culture has suffered unprecedented impact, gradually from the old civilization system to the modern civilization system. In the turbulent tide of cultural conflict and confluence between China and the West in modern times, a variety of educational trends have emerged in succession, such as civilian education, rural education, life education, and so on. Yen Yang Chu's educational thought as an important branch, especially the civic education thought in his thought of civilian education, was not only successfully verified in China in the 1920s and 1930s. Moreover, it has guided the social transformation in many Asian, African and Latin American countries, and has had a profound impact on the improvement of the quality of the people in these countries and the emergence of modern democracy. In the new era, the report of the Seventeenth National Congress of the CPC emphasizes strengthening the education of civic consciousness, establishing socialist democratic rule of law, freedom and equality, and the concept of fairness and justice, but the civic consciousness will not spontaneously form, and it depends on systematic civic education. This brings civic education to prominence, and its significance is extraordinary. Therefore, by investigating the history of the Yen Yang Chu civic education movement and abandoning his civic education thought and practical experience objectively, we are now strengthening the civic consciousness education and democratic political concept cultivation in our country. There is no doubt of important theoretical and practical significance. Based on the above rational thinking, the main frame of this paper consists of the following five parts: the first part analyzes the historical background of Yen Yang Chu civic education thought. Yen Yang Chu is deeply nourished by Confucian culture and western democratic thought, which makes him become the carrier and communicator of two heterogeneous cultures. This is the key to understand Yen Yang Chu and the breakthrough point to study Yen Yang Chu civic education thought and practice. On this basis, the emphasis on the analysis of Yen Yang Chu civic education ideas germination, formation, maturity. The second part discusses the relationship between Yen Yang Chu civic education, literature and art education, livelihood education and health education, and points out that civic education is the ultimate goal and destination of civilian education. Broadly speaking, Yen Yang Chu's civilian education is civic education, literature and art education is only the basis of civic education, livelihood education and health education are also to provide better conditions for civic education. Civic education runs through the beginning of Yanyang civilian education from beginning to end, is the ultimate goal of civilian education. The third part elaborates the goal and main content of Yen Yang Chu civic education thought. Through understanding the constitution and characteristic of Yen Yang Chu civic education thought goal, from strengthening citizen's national consciousness, cultivating citizen's public welfare consciousness and responsibility idea, The main content of Yen Yang Chu's civic education thought is clarified in four aspects: cultivating citizen's knowledge and citizen's morality and cultivating citizen's consciousness and ability to participate in local and grass-roots political life and social life. The fourth part discusses the principles, approaches and methods of Yen Yang Chu civic education. In practice, Yen Yang Chu has explored a set of principles suitable for the implementation of civic education in China, and has created effective methods of implementing civic education, such as teaching method, persuasive method, graphic description, practical exercise method, and so on, as well as school style and social style. Family style and so on have bright Chinese characteristic civic education teaching form. The fifth part summarizes the value of Yen Yang Chu civic education to contemporary ideological and political education. By objectively evaluating the effect and limitation of Yen Yang Chu's civic education thought and practice, this paper reveals the contemporary value of its civic education thought. Especially starting from the relationship between civic education and ideological and political education, this paper explores the contemporary value of Yen Yang Chu's civic education for us to strengthen civic education and enhance the effectiveness of ideological and political education.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2008
【分類號】：D092;D648

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