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蘇聯(lián)建國(guó)初期維果茨基障礙兒童教育論研究

發(fā)布時(shí)間:2018-06-07 11:18

  本文選題:蘇聯(lián)教育史 + 維果茨基研究; 參考:《上海師范大學(xué)》2017年碩士論文


【摘要】:維果茨基是20世紀(jì)初蘇聯(lián)最具影響力的心理學(xué)家之一,文化歷史學(xué)派的創(chuàng)始人。他的教育思想與獨(dú)特的研究方法是教育學(xué)領(lǐng)域十分重要的理論遺產(chǎn),對(duì)現(xiàn)代教育依然有著重要的理論價(jià)值,蘇聯(lián)與歐美出現(xiàn)的“維果茨基復(fù)興”現(xiàn)象就是力證。但一般來說,維果茨基的最近發(fā)展區(qū)、文化歷史理論等是常常被人提及的教育理論,而關(guān)于障礙兒童教育的研究卻鮮有人進(jìn)行過研究。本文意圖通過對(duì)歷史資料的發(fā)掘與文本的解讀,剖析蘇聯(lián)教育歷史中維果茨基障礙兒童教育論的研究過程與基本內(nèi)容。首先,本文分析了蘇聯(lián)建國(guó)初期的障礙兒童教育狀況與維果茨基在這一領(lǐng)域中工作歷程。蘇聯(lián)建國(guó)初期,國(guó)家尚未安定,出現(xiàn)了一系列社會(huì)問題,流浪兒童、教育困難兒童等兒童群體成為威脅社會(huì)的不安定因素之一,也是教育面臨的新問題。維果茨基臨危受命,進(jìn)入莫斯科大學(xué)心理研究所與分管障礙兒童教育的教育行政部門,開始了他障礙兒童教育的研究。在吸取了阿德勒、巴普洛夫等人的理論之基礎(chǔ)上,批判了單純從生物性立場(chǎng)出發(fā)的觀點(diǎn),從文化歷史與社會(huì)環(huán)境的角度出發(fā),進(jìn)行了障礙兒童教育問題的卓有成效的探求。其次,本文梳理了維果茨基障礙兒童教育論的形成及主要理論成果。以蘇聯(lián)建國(guó)初期的障礙兒童教育歷史為背景,分析維果茨基的障礙兒童教育研究歷程,整理出基于補(bǔ)償功能、兒童文化性發(fā)展、能力與人格論等理論視角,解析了其障礙兒童教育論的基本特征。在20世紀(jì)初蘇聯(lián)的特定歷史條件下,維果茨基創(chuàng)造性地探究了兒童障礙問題的本質(zhì),得出社會(huì)與文化因素是影響障礙兒童發(fā)展的關(guān)鍵的論斷,推動(dòng)了教育為改善障礙兒童問題作出更多有益貢獻(xiàn)。最后,本文分析了維果茨基關(guān)于障礙兒童教育的思想是與現(xiàn)代先進(jìn)的人本主義的障礙兒童教育理論的關(guān)系。發(fā)掘維果茨基的研究成果遺產(chǎn),分析其障礙兒童教育論在生物學(xué)觀點(diǎn)與社會(huì)作用觀點(diǎn)上的立場(chǎng)、診斷治療上注重過程的立場(chǎng)、以及指向“全納”思想的探究,從而明確了維果茨基教育理論研究在現(xiàn)代的價(jià)值。
[Abstract]:Vygotsky was one of the most influential psychologists in the Soviet Union in the early 20 th century and the founder of the school of culture and history. His educational thought and unique research method are very important theoretical heritage in the field of pedagogy, and still have important theoretical value to modern education. The phenomenon of "Vygotsky revival" in Soviet Union and Europe and America is evidence. But generally speaking, Vygotsky's recent development area, cultural history theory and so on are often mentioned educational theories, but there are few researches on the education of handicapped children. This paper intends to analyze the research process and basic content of the theory of education of Vygotsky obstacle children in the history of Soviet Union through the excavation of historical materials and the interpretation of the text. First of all, this paper analyzes the education of handicapped children in the early years of the Soviet Union and Vygotsky's work in this field. At the beginning of the founding of the Soviet Union, the country was not stable, and a series of social problems appeared. Children such as street children and children with educational difficulties became one of the unstable factors threatening the society, and they were also the new problems facing education. Vygotsky was ordered to enter the Institute of Psychology of Moscow University and the educational administration department in charge of the education of children with disabilities, and began his research on the education of children with disabilities. On the basis of absorbing the theories of Adler and Pavlov, this paper criticizes the viewpoint of purely biological standpoint, and proceeds from the angle of culture, history and social environment, and makes a fruitful exploration of the educational problems of handicapped children. Secondly, this paper combs the formation and main theoretical achievements of the theory of education of children with Vygotsky disorder. Based on the history of the education of children with obstacles in the early years of the Soviet Union, this paper analyzes the course of research on the education of children with disabilities in Vygotsky, and collates the theoretical perspectives based on the function of compensation, the development of children's culture, the theory of ability and personality, and so on. This paper analyzes the basic characteristics of the educational theory of the handicapped children. Under the specific historical conditions of the Soviet Union at the beginning of the 20th century, Vygotsky creatively explored the nature of the problem of children's handicaps, and came to the conclusion that social and cultural factors were the key factors affecting the development of handicapped children. Promote education to improve the problem of children with disabilities to make more useful contributions. Finally, this paper analyzes the relationship between Vygotsky's thoughts on the education of handicapped children and the modern and advanced humanistic theory of education of handicapped children. To explore the heritage of Vygotsky's research achievements, to analyze the position of his educational theory on children with disabilities on the viewpoint of biology and social role, to emphasize the process of diagnosis and treatment, and to probe into the idea of "inclusive". Thus, the value of Vygotsky's educational theory research in modern times is clarified.
【學(xué)位授予單位】:上海師范大學(xué)
【學(xué)位級(jí)別】:碩士
【學(xué)位授予年份】:2017
【分類號(hào)】:G760

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