本文選題：中國(guó)鄉(xiāng)土教材　切入點(diǎn)：文化功能　出處：《中央民族大學(xué)》2008年博士論文　論文類型：學(xué)位論文

【摘要】： 鄉(xiāng)土教材既是教育領(lǐng)域的問(wèn)題,同時(shí)也是本土文化和傳統(tǒng)文化的有機(jī)組成部分。一個(gè)國(guó)家鄉(xiāng)土教材的歷史不但能夠很好的反映其鄉(xiāng)土教育發(fā)展的歷史軌跡,而且還可以直接反映一個(gè)國(guó)家對(duì)其傳統(tǒng)文化的重視程度。鄉(xiāng)土教材在我國(guó)已有百余年的發(fā)展歷程,它與學(xué)校教育的其他教育內(nèi)容一同擔(dān)負(fù)著向下一代傳授科學(xué)知識(shí)和優(yōu)秀傳統(tǒng)文化的重任。進(jìn)入二十一世紀(jì)之后,各個(gè)國(guó)家將教育作為國(guó)家發(fā)展的最大動(dòng)力,由此在世界范圍開始了新一輪的教育改革熱潮。我國(guó)從二十世紀(jì)80年代開始對(duì)教育進(jìn)行了幾次重大改革,隨著我國(guó)整體教育發(fā)展的不斷深入,鄉(xiāng)土教材再一次開始受到重視,各地區(qū)紛紛從本地區(qū)實(shí)際出發(fā)建設(shè)了大量的鄉(xiāng)土教材。但是教育行政部門和學(xué)界至今尚未對(duì)我國(guó)鄉(xiāng)土教材的發(fā)展歷史和文化功能等問(wèn)題進(jìn)行集中、系統(tǒng)的研究,這勢(shì)必會(huì)影響我國(guó)今后鄉(xiāng)土教材的快速發(fā)展。歷史上的鄉(xiāng)土教材是我國(guó)傳統(tǒng)文化寶庫(kù)中的珍貴財(cái)富,應(yīng)該得到很好的重視。否則我們很容易就失去這一珍貴的文化遺產(chǎn)。正因?yàn)槿绱?從保護(hù)、繼承、發(fā)揚(yáng)優(yōu)秀傳統(tǒng)文化的需要出發(fā),本文認(rèn)為,系統(tǒng)研究我國(guó)百年以來(lái)的鄉(xiāng)土教材,揭示其文化內(nèi)涵和文化功能,不僅具有重要的教育理論與實(shí)踐的建設(shè)價(jià)值,而且還具有重要的文化保護(hù)和傳承意義。 本研究以相關(guān)理論為指導(dǎo),以質(zhì)性研究為范式,綜合運(yùn)用文獻(xiàn)法、實(shí)物分析、理論分析和文化比較法,輔助采用調(diào)查法,對(duì)我國(guó)鄉(xiāng)土教材的百年歷史與蘊(yùn)含其中的文化功能進(jìn)行了較為系統(tǒng)的考察,發(fā)現(xiàn)我國(guó)鄉(xiāng)土教材在百年歷史的嬗變中,經(jīng)歷了三個(gè)時(shí)期五次高峰期。第一個(gè)時(shí)期為清末——20世紀(jì)初,以1903年《奏定學(xué)堂章程》及1905年《鄉(xiāng)土志例目》為標(biāo)志掀起鄉(xiāng)土教材研究的第一次高峰期;第二個(gè)時(shí)期為民國(guó)時(shí)期1911——20世紀(jì)30、40年代,這一時(shí)期又分三個(gè)階段:辛亥革民時(shí)期,抗日戰(zhàn)爭(zhēng)時(shí)期,解放戰(zhàn)爭(zhēng)時(shí)期。其中,以1932年教育部頒布《小學(xué)課程總綱》為標(biāo)志,掀起鄉(xiāng)土教材研究的第二次高峰期;第三個(gè)時(shí)期指建國(guó)以后的1949至今。這一時(shí)期又分為三個(gè)階段:第一段為新中國(guó)成立的最初十年,第二階段為文革時(shí)期,第三階段為改革開放以后至今。其中,以1958年頒布的《教育部關(guān)于編寫中小學(xué)、師范鄉(xiāng)土教材的通知》為標(biāo)志,鄉(xiāng)土教材研究進(jìn)入第三次高峰期;1987年6月,國(guó)家教委在浙江建德召開了全國(guó)鄉(xiāng)土教材工作會(huì)議為標(biāo)志,鄉(xiāng)土教材研究進(jìn)入第四次高峰期;1999年,《中共中央國(guó)務(wù)院關(guān)于深化教育改革全面推進(jìn)素質(zhì)教育的決定》和2001年教育部頒布的《基礎(chǔ)教育課程改革綱要》,鄉(xiāng)土教材研究進(jìn)入第五次高峰期。而在橫向的空間分布與發(fā)展上,我國(guó)鄉(xiāng)土教材也表現(xiàn)出了一些特征:總體上普及化發(fā)展;高峰期的發(fā)展普遍快速;不同地區(qū)之間發(fā)展不平衡;鄉(xiāng)土教材促進(jìn)地域文化并通過(guò)其發(fā)揮文化功能。 學(xué)校教育培養(yǎng)和塑造下一代實(shí)際上就是文化傳承的過(guò)程,而課程和教材就是學(xué)校教育進(jìn)行文化傳承的主要工具,這一工具本身又成為一種新的文化,從而課程和教材就具有了文化的內(nèi)涵和功能,這樣課程和教材也便具有了作為一種文化及其傳承工具的雙重屬性,它往往體現(xiàn)不同時(shí)代、不同地域、不同民族、不同群體以及不同階層的文化價(jià)值選擇要求。文化的這些不同價(jià)值要求只有通過(guò)學(xué)校教育中的課程和教材才能得到最迅速、最準(zhǔn)確、最有效的傳承。我國(guó)鄉(xiāng)土教材在百牽的嬗變過(guò)程中始終創(chuàng)造和發(fā)展著極其豐富的傳統(tǒng)文化,并通過(guò)學(xué)校教育這樣專門宣傳、訓(xùn)導(dǎo)、教育和培養(yǎng)的場(chǎng)所和機(jī)會(huì),忠實(shí)地履行著繼承和發(fā)展我國(guó)優(yōu)秀傳統(tǒng)文化的重大責(zé)任,在培養(yǎng)下一代的活動(dòng)過(guò)程中發(fā)揮了重要的文化功能,即文化選擇功能、文化傳遞功能和文化創(chuàng)造功能。鄉(xiāng)土教材在發(fā)揮這些文化功能的過(guò)程中通過(guò)文化涵化和文化濡化的原理,培養(yǎng)學(xué)生對(duì)鄉(xiāng)土的認(rèn)知、情感和行為,促進(jìn)學(xué)生形成鄉(xiāng)土認(rèn)同的社會(huì)化過(guò)程,從而實(shí)現(xiàn)鄉(xiāng)土教材的文化功能。
[Abstract]:The field of local teaching materials are the educational problem, but also the local culture and traditional culture of the organic part. The history of a country's history textbook not only can reflect the local education development, but also directly reflects a country's degree of attention to the traditional culture. Local teaching materials in China has more than 100 years of development, it and other educational content of school education to bear the next generation to impart scientific knowledge and excellent traditional culture of the task. After entering twenty-first Century, the national education as the greatest force of development, thus a new round of education reform upsurge began in the world. Our country has carried out several a major reform of the education from twentieth Century to 80s, with the overall development of education in our country deeply, local materials once again began to pay attention to, all over the area Have from the local reality and construction of a large number of local materials. But the education administrative departments and academic circles have not yet been to our local teaching materials of history and culture, focused on issues such as function, system research, the rapid development of this will influence our future. The history of the local teaching materials of local teaching materials is a precious treasure the traditional cultural treasure house in our country, we should attach great importance to. It is very easy to lose the precious cultural heritage. Because of this, from the protection, inheritance, of the need to carry forward the excellent traditional culture of the Chinese hundred years of local teaching material system, and reveals its cultural connotations not only has the function of culture, education theory and practice of the construction of important value, but also has the important meaning of cultural protection and inheritance.
Based on the related theories, with the qualitative research paradigm, analyses the real comprehensive use of literature, theoretical analysis and cultural comparison, aided by the method of investigation, for hundreds of years of history and the implication of the Chinese local teaching the cultural function of systematically study, found that China's local teaching materials in evolution one hundred years of history, has experienced three periods and five peaks. The first period in the late Qing Dynasty in early twentieth Century to 1903 "charter school will be played" and 1905 < xiangtuzhi example > marked the first peak off the local teaching materials research; the second period is the period of the Republic of China from 1911 to twentieth Century in 30,40, this a period is divided into three stages: the 1911 Revolution period, the period of Anti Japanese War, the war of liberation. Among them, in 1932 the Ministry of Education promulgated < primary school curriculum outline > marked off the second peak of the local teaching material research; third A period after the founding of the 1949 so far. This period is divided into three stages: the first period of the new China establishment for the first ten years, the second stage is the period of the cultural revolution, the third stage is after the reform and opening up so far. Among them, the Ministry of Education issued in 1958 "on the compilation of middle school teachers, local teaching materials notification on the marked local materials research into third peaks; in June 1987, the State Board of education in Zhejiang Jiande held a national work conference of local teaching materials as a symbol, local materials research into fourth peaks; in 1999," the CPC Central Committee and State Council on deepening education reform and promoting quality education "and decided in 2001 the Ministry of Education issued the" outline the basic education curriculum reform ", local materials research into fifth peaks. And in the transverse space distribution and development, China's local teaching materials also showed some characteristics: the overall popularization Development; the development of the peak period is generally rapid; the development of different regions is not balanced; local textbooks promote regional culture and play cultural functions through it.
And the shaping of school education to train the next generation is actually the process of the cultural heritage, and school education curriculum and teaching materials is a major tool for cultural heritage, the tool itself has become a kind of new culture, the curriculum and textbook has the cultural connotation and function, curriculum and teaching materials such as it is double an attribute of the tools of cultural inheritance, which are often reflected in different times, different regions, different nationalities, different groups and different sectors of the choice of cultural value. The cultural value of these different requirements only by the school education in the curriculum and teaching materials in order to get the most rapidly, the most accurate, the most effective inheritance. Chinese local teaching materials in the process of evolution of 100 hold always create and develop the rich traditional culture, and through school education such specialized discipline, publicity, education and training places and The opportunity, faithfully fulfill the responsibility to inherit and develop the excellent traditional culture in China, has played a very important cultural function in the process of training the next generation of cultural selection, cultural transmission function and the function of culture creation. In the play through the local teaching materials of acculturation and enculturation of these cultural work principle can the students, cognition of local, emotion and behavior, socialization process, promote students to form a local identity and culture so as to realize the function of local materials.

【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2008
【分類號(hào)】：G521

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

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本文編號(hào)：1639285