本文選題：學(xué)習(xí)　切入點(diǎn)：價(jià)值觀　出處：《廣州大學(xué)》2008年碩士論文

【摘要】： 學(xué)習(xí)價(jià)值觀是教育理論中的一個(gè)重要課題,也是當(dāng)前建構(gòu)學(xué)習(xí)型社會(huì)所必須厘清的一個(gè)現(xiàn)實(shí)問(wèn)題。然而,目前人們對(duì)這一問(wèn)題尚缺乏較系統(tǒng)的探討�；谏鲜鲈�,本文嘗試對(duì)學(xué)習(xí)價(jià)值觀的概念、制因、意義、歷史變遷以及學(xué)習(xí)型社會(huì)應(yīng)確立的學(xué)習(xí)價(jià)值觀等問(wèn)題進(jìn)行初步的探討。 本文認(rèn)為,學(xué)習(xí)價(jià)值是指學(xué)習(xí)作為社會(huì)系統(tǒng)中的一種客體,對(duì)個(gè)體主體和社會(huì)主體的發(fā)展需要的一定滿足(適合、一致、促進(jìn)等);學(xué)習(xí)價(jià)值觀是在一定的社會(huì)歷史條件下,主體(包括個(gè)體主體和社會(huì)主體)對(duì)學(xué)習(xí)與自身發(fā)展需要和利益關(guān)系所形成的穩(wěn)定的觀點(diǎn)、看法和態(tài)度。其基本內(nèi)涵包括三個(gè)方面:其一,從學(xué)習(xí)價(jià)值觀的主體角度考慮,學(xué)習(xí)價(jià)值觀包括個(gè)體的學(xué)習(xí)價(jià)值觀和社會(huì)的學(xué)習(xí)價(jià)值觀,兩者不能相互取代;其二,學(xué)習(xí)價(jià)值觀至少包括兩個(gè)方面的內(nèi)容,即學(xué)習(xí)的本體價(jià)值觀和學(xué)習(xí)的工具價(jià)值觀;其三,學(xué)習(xí)價(jià)值觀不僅包含對(duì)當(dāng)前學(xué)習(xí)價(jià)值關(guān)系的認(rèn)識(shí),還包括對(duì)未來(lái)學(xué)習(xí)價(jià)值觀關(guān)系的認(rèn)識(shí)。學(xué)習(xí)價(jià)值觀的特點(diǎn)主要表現(xiàn)為社會(huì)歷史性、相對(duì)穩(wěn)定性、主體差異性、規(guī)范性等,它的形成和發(fā)展受到社會(huì)歷史背景、主體的學(xué)習(xí)需要、知識(shí)發(fā)展水平、主體對(duì)知識(shí)和主體需求之間構(gòu)成的價(jià)值關(guān)系的意識(shí)水平(包括正確認(rèn)知和評(píng)價(jià))等方面因素的制約。學(xué)習(xí)價(jià)值觀的意義主要體現(xiàn)為對(duì)學(xué)習(xí)活動(dòng)具有導(dǎo)向作用;對(duì)學(xué)習(xí)實(shí)踐活動(dòng)具有動(dòng)力作用;在人的身心發(fā)展方面具有調(diào)控作用。 在人類歷史上,學(xué)習(xí)價(jià)值觀經(jīng)歷著不斷的變化。原始社會(huì)的主流學(xué)習(xí)價(jià)值觀是為了生存而學(xué)習(xí);農(nóng)業(yè)社會(huì)的主流學(xué)習(xí)價(jià)值觀是為了政治而學(xué)習(xí);工業(yè)社會(huì)的主流學(xué)習(xí)價(jià)值觀則是為了經(jīng)濟(jì)而學(xué)習(xí)。在當(dāng)下的學(xué)習(xí)型社會(huì)中,人們的學(xué)習(xí)活動(dòng)在學(xué)習(xí)主體、學(xué)習(xí)目的、學(xué)習(xí)內(nèi)容等方面發(fā)生了很大變化,這些變化促使著人們的學(xué)習(xí)價(jià)值觀也發(fā)生了轉(zhuǎn)變,主要表現(xiàn)為為了發(fā)展而學(xué)習(xí)。這種學(xué)習(xí)價(jià)值觀的基本內(nèi)涵是:學(xué)習(xí)成為一種生活方式;學(xué)習(xí)是生活的目的:學(xué)習(xí)是學(xué)習(xí)者的主動(dòng)性、積極性、創(chuàng)造性得以保護(hù)和發(fā)展的過(guò)程;學(xué)習(xí)的本質(zhì)是學(xué)生的身心得以全面發(fā)展的過(guò)程;學(xué)習(xí)的過(guò)程也是培養(yǎng)主體(包括個(gè)體主體和社會(huì)主體)學(xué)習(xí)能力的過(guò)程。學(xué)習(xí)型社會(huì)的建設(shè)應(yīng)以這種學(xué)習(xí)價(jià)值觀為指導(dǎo),著力培養(yǎng)人的主體性,一切以人和社會(huì)的可持續(xù)發(fā)展為根本目的,只有這樣才能實(shí)現(xiàn)學(xué)習(xí)型社會(huì)的健康發(fā)展。
[Abstract]:Learning values is an important subject in educational theory and a practical problem that must be clarified in the construction of a learning society. However, there is still a lack of systematic discussion on this problem. This paper attempts to explore the concept of learning values, the causes, significance, historical changes and learning values that should be established in a learning society. This paper holds that the value of learning means that learning as an object in the social system meets the needs of the individual subject and the social subject in a certain degree (suitable, consistent, promoting, etc.); the value of learning is under certain social and historical conditions. The main body (including the individual subject and the social subject) has a stable view, view and attitude towards the relationship between learning and their own development needs and interests. Its basic connotation includes three aspects: first, from the perspective of the subject of learning values, Learning values include individual learning values and social learning values, which can not be replaced by each other; second, learning values include at least two aspects, namely, the ontological values of learning and the values of learning tools. The learning values include not only the cognition of the relationship between the current learning values and the future learning values, but also the understanding of the future learning values. The characteristics of the learning values mainly include the social history, relative stability, the difference of the subject, the standardization and so on. Its formation and development are subject to the social and historical background, the subject's learning needs, and the level of knowledge development. The subject's consciousness level of value relation between knowledge and subject needs (including correct cognition and evaluation) is restricted. The significance of learning values is mainly reflected in its guiding role in learning activities. It has the motive force to the learning practice activity, and has the control function in the human body and mind development aspect. In human history, the values of learning are constantly changing. The main learning values of primitive society are to study for survival, the main learning values of agricultural society are to study for politics. The mainstream values of learning in industrial society are learning for the sake of economy. In the present learning society, people's learning activities have changed greatly in the aspects of the main body of study, the purpose of learning, the content of study, etc. These changes have prompted people to change their learning values, mainly for the sake of development. The basic connotation of this learning value is: learning to become a way of life; Learning is the purpose of life: learning is the process in which learners' initiative, enthusiasm and creativity can be protected and developed, and the essence of learning is the process of students' physical and mental development in an all-round way. The process of learning is also the process of cultivating the learning ability of the subject (including the individual subject and the social subject). Only in this way can we realize the healthy development of learning society.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2008
【分類號(hào)】：G40

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 高金強(qiáng);新時(shí)期少數(shù)民族大學(xué)生價(jià)值觀形成研究[D];北方民族大學(xué);2011年

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本文編號(hào)：1675075