本文關(guān)鍵詞： 教學(xué) 人道主義 價(jià)值論　出處：《天津師范大學(xué)》2008年碩士論文　論文類型：學(xué)位論文

【摘要】： 人道主義強(qiáng)調(diào)一切從人性、人的本質(zhì)出發(fā),強(qiáng)調(diào)人的地位,肯定人的價(jià)值,維護(hù)人的尊嚴(yán)和權(quán)利,主張“以人為中心”,以“人”為研究問題的出發(fā)點(diǎn)和歸宿,其核心內(nèi)容是關(guān)于人性、人的本質(zhì)、人道、人權(quán)、人的價(jià)值和人的自由發(fā)展等問題的理論。從倫理學(xué)的角度看,人道主義是一種道德規(guī)范與準(zhǔn)則,協(xié)調(diào)的是人與人之間的倫理道德關(guān)系;從價(jià)值學(xué)的角度看,人道主義又不失為一種價(jià)值取向,以人的自由、平等、博愛、民主為基礎(chǔ),滿足人自身的需要。作為具體的實(shí)踐活動(dòng),教學(xué)反映著學(xué)生與教師之間的交往,也透析出一種倫理道德關(guān)系。教學(xué)究竟如何滿足學(xué)生發(fā)展的需要,這是教學(xué)價(jià)值應(yīng)該考慮的問題;教學(xué)如何正確協(xié)調(diào)師生關(guān)系,這是教學(xué)倫理應(yīng)該考慮的問題。而人道主義理論在教學(xué)中的運(yùn)用,既為教學(xué)價(jià)值的實(shí)現(xiàn)提供了一種合理訴求,又符合了教學(xué)倫理道德的基本原則。基于此,本研究擬從價(jià)值論的角度入手,以哲學(xué)、倫理學(xué)和教育學(xué)等相關(guān)理論為基礎(chǔ),通過梳理歷代教學(xué)中的人道主義思想和分析當(dāng)代教學(xué)實(shí)踐中存在的人道主義問題,試圖建構(gòu)一個(gè)人道主義教學(xué)理論體系,重塑師生人道主義情懷,最終促進(jìn)人的文化生成。 本文共分為六章: 第一章為引論。概述了本研究的背景、目的、內(nèi)容、意義、思路和方法等方面,并對(duì)相關(guān)研究進(jìn)行綜述。 第二章為本研究的理論基礎(chǔ)。從馬克思主義人道主義哲學(xué)、倫理學(xué)和教學(xué)哲學(xué)入手,分別為本研究提供了哲學(xué)層面、倫理學(xué)層面和教育學(xué)層面的理論支持。 第三章為相關(guān)概念的基本闡釋。界定了人道主義、人本主義、人文主義的相關(guān)概念,并對(duì)三者進(jìn)行內(nèi)涵的辨析。 第四章為歷史掃描。旨在通過對(duì)中西方古代、近代、現(xiàn)代與后現(xiàn)代教學(xué)中的人道主義思想的梳理,從更多的視角進(jìn)行分析研究,為后續(xù)的研究奠定基礎(chǔ)。 第五章為實(shí)踐問題的分析與理論建構(gòu)。在分析教學(xué)活動(dòng)中存在的人道主義問題的基礎(chǔ)上,提出作為目的的、方法論的、內(nèi)容的人道主義教學(xué)理論。 第六章為實(shí)踐策略。無論是建立新型師生關(guān)系還是完善教學(xué)目的與過程,人道主義理論都將貫穿始終,而當(dāng)代教學(xué)的價(jià)值追求,根本上就在于促進(jìn)人的文化生成。 結(jié)束語部分對(duì)本研究進(jìn)行了概括性總結(jié),反思了不足之處,并對(duì)進(jìn)一步的研究做出了展望。
[Abstract]:Humanitarianism emphasizes everything from the point of view of humanity and human nature, emphasizes human status, affirms human values, upholds human dignity and rights, and advocates "taking man as the center" and "man" as the starting point and destination for the study of problems, Its core content is about the theory of human nature, human nature, humanity, human rights, human value and the free development of human beings. From the angle of ethics, humanitarianism is a kind of moral norms and norms. From the point of view of value, humanitarianism is a kind of value orientation, which is based on human freedom, equality, fraternity and democracy. As a practical activity, teaching reflects the interaction between students and teachers, and analyzes an ethical and moral relationship. How does teaching meet the needs of students' development? This is the problem that should be considered in teaching value, how to coordinate the relationship between teachers and students correctly in teaching, which should be considered by teaching ethics. The application of humanitarianism theory in teaching has provided a reasonable demand for the realization of teaching value. It also conforms to the basic principles of teaching ethics. Based on this, this study intends to start with the theory of value, and based on the relevant theories of philosophy, ethics and pedagogy. Through combing the humanitarianism thought in the teaching of the past dynasties and analyzing the humanitarianism problems existing in the contemporary teaching practice, this paper tries to construct a theoretical system of humanitarianism teaching, to reshape the humanitarianism feelings of teachers and students, and finally to promote the formation of human culture. This paper is divided into six chapters:. The first chapter is the introduction. It summarizes the background, purpose, content, significance, ideas and methods of this study. The second chapter is the theoretical basis of this study, starting with Marxist humanitarian philosophy, ethics and teaching philosophy, which provides the theoretical support for this study from the philosophical level, the ethical level and the pedagogy level, respectively. The third chapter defines the related concepts of humanism, humanism and humanism, and discriminates their connotations. Chapter 4th is a historical scanning. It aims to analyze and study humanitarianism thoughts in ancient, modern, modern and post-modern teaching from more angles of view, so as to lay a foundation for further research. Chapter 5th is the analysis and theoretical construction of practical problems. On the basis of analyzing the humanitarianism problems in teaching activities, the author puts forward the humanitarianism teaching theory as the aim, methodology and content. Chapter 6th is a practical strategy. Whether it is to establish a new relationship between teachers and students or to perfect the purpose and process of teaching, humanitarianism theory will run through all the time, and the value pursuit of contemporary teaching lies in promoting the formation of human culture. The conclusion summarizes the research, reflects on the shortcomings, and makes a prospect for further research.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2008
【分類號(hào)】：G420

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 張廣君;;生成論教學(xué)哲學(xué)的核心觀點(diǎn)[J];當(dāng)代教育與文化;2012年02期

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本文編號(hào)：1508891