本文選題：人的全面發(fā)展思想 + 教育創(chuàng)新　； 參考：《揚(yáng)州大學(xué)》2008年碩士論文

【摘要】： 人的全面發(fā)展思想,強(qiáng)調(diào)了“全面”這個(gè)概念,對“片面”予以了否定,這是人類進(jìn)步的體現(xiàn)和反映。人的全面發(fā)展思想強(qiáng)調(diào)“人是世界的起點(diǎn)和歸宿”,人不是物,物只能是人的附屬而不能超越人。人的全面發(fā)展思想在馬克思主義體系中占有極其重要的地位,是建設(shè)中國特色社會(huì)主義社會(huì)的根本指針。正如波蘭學(xué)者亞當(dāng)·沙夫所說:“馬克思主義關(guān)于人的全面發(fā)展的觀點(diǎn),既是一種觀念,更是一種觀察分析社會(huì)的方法,這種觀念和方法在當(dāng)今世界具有重要意義。”①教育創(chuàng)新是針對教育流弊所進(jìn)行的改革和創(chuàng)新,這一過程必須以人的全面發(fā)展思想來指導(dǎo)才能獲得實(shí)質(zhì)性進(jìn)展。在傳統(tǒng)教育中,最大的問題是忽視受教育者的實(shí)際狀況和現(xiàn)實(shí)需求,嚴(yán)重束縛受教育者的全面發(fā)展。人的發(fā)展是社會(huì)發(fā)展的基礎(chǔ),社會(huì)發(fā)展給人的發(fā)展創(chuàng)造條件和提供保障。教育創(chuàng)新必須以人的全面發(fā)展作為行動(dòng)的出發(fā)點(diǎn)和歸宿,這樣才不會(huì)走彎路。這不僅是一個(gè)理論問題,也是一個(gè)現(xiàn)實(shí)問題。本文在對人的全面發(fā)展思想進(jìn)行歸納和梳理后,對人的全面發(fā)展的內(nèi)涵和人的全面發(fā)展的實(shí)現(xiàn)條件進(jìn)行了挖掘整理。在此基礎(chǔ)上,重點(diǎn)論述人的全面發(fā)展思想對教育創(chuàng)新的啟示以及促進(jìn)人的全面發(fā)展進(jìn)程中教育創(chuàng)新所面臨的挑戰(zhàn)。 本文共分四個(gè)部分: 第一部分,人的全面發(fā)展思想綜述。這一部分主要闡述馬克思恩格斯及其馬克思主義繼承者們對人的全面發(fā)展的認(rèn)識和看法。這些認(rèn)識和看法都強(qiáng)調(diào)了人是發(fā)展的中心,即人既是發(fā)展的目的,也是發(fā)展的手段。旨在說明人的全面發(fā)展思想是馬克思主義組成部分中的重要內(nèi)容,并對中國特色的社會(huì)主義建設(shè)具有重要的指導(dǎo)意義。 第二部分,人的全面發(fā)展與教育的使命。這部分主要闡述人的全面發(fā)展的內(nèi)涵、實(shí)現(xiàn)條件、時(shí)代特征以及促進(jìn)人的全面發(fā)展進(jìn)程中教育所承擔(dān)的使命。認(rèn)為在促進(jìn)人的全面發(fā)展進(jìn)程中,教育的使命包括促進(jìn)受教育者趨向社會(huì)發(fā)展需要、使受教育者的個(gè)體行為符合道德要求、讓受教育者獲得知識技能和能力、促進(jìn)受教育者身心健康發(fā)展、讓受教育者獲得創(chuàng)造價(jià)值的靈感和源泉等五個(gè)方面,旨在強(qiáng)調(diào)教育對于促進(jìn)人的全面發(fā)展的重要作用。 第三部分,重點(diǎn)論述人的全面發(fā)展思想對教育創(chuàng)新的啟示。教育創(chuàng)新是時(shí)代發(fā)展對教育提出的根本要求。認(rèn)為人的全面發(fā)展思想對教育創(chuàng)新有著四點(diǎn)重要啟示:一是教育創(chuàng)新必須堅(jiān)持以人為本的價(jià)值理念,二是教育創(chuàng)新必須符合人才成長的發(fā)展規(guī)律,三是教育創(chuàng)新必須尊重受教育者的個(gè)性發(fā)展,四是教育創(chuàng)新必須重視教育過程的階段性特點(diǎn)。 第四部分,主要論述促進(jìn)人的全面發(fā)展進(jìn)程中教育創(chuàng)新面臨的挑戰(zhàn)。教育創(chuàng)新面臨的挑戰(zhàn),既是教育的沉疴,也是教育改革的動(dòng)力。這些挑戰(zhàn)可以概括為四個(gè)方面:一是教育理論與教學(xué)實(shí)踐的脫節(jié)嚴(yán)重,二是傳統(tǒng)文化與現(xiàn)代文明的裂痕明顯,三是教育者與受教育者的訴求方向不同,四是社會(huì)對教育的要求與對教育的投入差距甚遠(yuǎn)。
[Abstract]:The idea of human's all-round development, emphasizing the concept of "comprehensive", "one-sided" to be negative, which reflects the progress of mankind and reflection. It also emphasizes that people is the starting point and end of the world, people are not objects, only people can not exceed affiliated people. The overall development thought occupies an extremely important position in Marx's system, is the fundamental principle of socialist construction China characteristics. As Poland scholar Adam Schaaf said: "the comprehensive development of the Marx doctrine on man's point of view, is not only a concept, is also a kind of social observation and analysis method, the idea and method is the important significance in today's world." the innovation education is the education reform and innovation of the abuses, process must take the idea of human's all-round development guidance in order to obtain substantive progress in the traditional. In education, the biggest problem is the neglect of education the actual conditions and needs, comprehensive development of restricted education. Human development is the foundation of social development, create conditions for social development and human development to provide protection. Education innovation must take the all-round development of people as the starting point and destination. So to avoid detours. This is not only a theoretical problem, but also a realistic problem. This paper summarizes and combs the thought of people's all-round development, realize the all-round development of people and the connotation of man's all-round development of the mining. On this basis, facing the emphasis on education innovation the idea of human's all-round development enlightenment on education innovation and promote the all-round development of people in the process of the challenge.
This article is divided into four parts:
The first part, the summary of ideological understanding and view all-round development. This part mainly expounds Marx and Engels Marx's heirs to all-round development of people. These views have stressed the importance of human is the center of development, is the purpose of the development of both, but also the development of means. To illustrate the all-round development of people thought is the important content of Marx's part, and has important guiding significance to the China characteristics of the socialist construction.
The second part, the comprehensive development of education and the mission. This part mainly expounds the connotation of the all-round development and implementation conditions, undertake education characteristics of the times and promote the all-round development of people in the process of the mission. In the process of overall development to promote the mission of education, including promoting education towards the needs of social development so, the educated individual behavior consistent with the moral requirement, let the learners acquire knowledge skills and abilities, and promote the healthy development of the education and the educated to obtain five aspects of creative inspiration and source of value, to emphasize the important role of education in promoting the all-round development of people.
The third part focuses on the all-round development of people Enlightenment on education innovation. Education innovation is the fundamental requirement for the development of the times of education is put forward. That man's all-round development thought has four important implications for the innovation of Education: one is the innovation of education must adhere to the people-oriented concept of value, the two is education innovation must accord with the law of development the growth of talent, the three is the educational innovation must respect the personality development, four is the education innovation must pay attention to the features of different educational stages.
The fourth part, mainly discusses the promoting education innovation facing the comprehensive development process. The challenge of education innovation in education is facing challenges, the ills, power is also education reform. These challenges can be summarized into four aspects: one is the separation between education theory and teaching practice seriously, two is the traditional culture and modern civilization. Obviously, the three is the pursuit of the direction of education and the four is different, the social demand for education and the investment in education is far behind.

【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2008
【分類號】：G40-012

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 徐紹華;大學(xué)生個(gè)體和諧發(fā)展論[D];云南大學(xué);2013年

相關(guān)碩士學(xué)位論文 前4條

1 宋淑瑾;論人的全面發(fā)展理論視域下的大學(xué)生創(chuàng)新教育[D];廣東商學(xué)院;2011年

2 劉曉男;人的全面發(fā)展視野下大學(xué)生思想道德教育的實(shí)踐路徑研究[D];東北師范大學(xué);2011年

3 李敏;尊重教育理念在高校思想政治教育中的應(yīng)用探析[D];吉林大學(xué);2012年

4 馬迪;以人為本的我國高校教育創(chuàng)新研究[D];曲阜師范大學(xué);2013年

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本文編號：1736419