本文選題：中國 + 百年　； 參考：《西南大學(xué)》2008年博士論文

【摘要】： 師生關(guān)系是學(xué)校教育中一對最基本、最核心的人際關(guān)系。師生關(guān)系的好壞,直接影響教育活動能否順利完成及教育質(zhì)量的高低,對師生的發(fā)展都有著重大的影響。但直到現(xiàn)在,人們對師生關(guān)系的認(rèn)識還存在很大的分歧,教育實際中的師生關(guān)系也存在諸如師生感情隔膜、師生關(guān)系不夠民主平等許多需要解決的問題。要正確處理師生關(guān)系的各種現(xiàn)實問題,要正確認(rèn)識與師生關(guān)系相關(guān)的各種理論問題,需要總結(jié)歷史上處理師生關(guān)系的經(jīng)驗教訓(xùn),需要重新檢討過去的師生關(guān)系思想,特別是需要全面總結(jié)分析近百年來我國的師生關(guān)系思想。 我國百年來師生關(guān)系的思想十分豐富,這些思想中所涉及的問題至今還具有強烈的現(xiàn)實性,很多有關(guān)師生關(guān)系的思想觀點值得我們深入思考和認(rèn)真借鑒。但是,學(xué)術(shù)界直到現(xiàn)在還沒有對中國百年來師生關(guān)系思想進行系統(tǒng)的、專門的梳理和研究,沒有對百年來我國師生關(guān)系思想發(fā)展歷程中的經(jīng)驗教訓(xùn)進行系統(tǒng)的總結(jié)和反思。針對學(xué)術(shù)研究的這一薄弱甚至空白的環(huán)節(jié),本文在馬克思主義基本立場、觀點、方法的指導(dǎo)下,在借鑒各種相關(guān)理論的基礎(chǔ)上,采用文獻分析、理論研究、訪談、案例分析等方法,按照中國社會政治、文化的變革情況特別是師生關(guān)系思想自身的演變情況,分六個歷史階段系統(tǒng)梳理、全面審視了中國百年來師生關(guān)系思想演變的歷史,總結(jié)了各個歷史階段中在師生關(guān)系思想理論探討上的經(jīng)驗與教訓(xùn)、成績與問題,在此基礎(chǔ)上,提出自己的認(rèn)識師生關(guān)系的理論觀點和正確處理師生關(guān)系的基本措施。 具體地說,本文研究的主要問題有以下幾個方面:評判師生關(guān)系的價值尺度究竟應(yīng)該是什么?百年來中國師生關(guān)系思想是如何發(fā)展的?也就是其發(fā)展歷程或基本脈絡(luò)究竟怎樣?每個歷史階段有關(guān)師生關(guān)系思想理論探討的得與失、經(jīng)驗與教訓(xùn)以及對我們今天的啟示有哪些?我們究竟應(yīng)構(gòu)建什么樣的師生關(guān)系才是科學(xué)合理的?通過系統(tǒng)、深入的研究,試圖實現(xiàn)以下幾個主要的研究目的:梳理清楚百年來中國師生關(guān)系思想演變的歷史,從而幫助人們了解這段史實;實事求是地分析、總結(jié)蘊含在百年來中國師生關(guān)系思想史中的得與失、經(jīng)驗與教訓(xùn),以供人們借鑒;重新審視師生關(guān)系,構(gòu)建更加科學(xué)的認(rèn)識和處理師生關(guān)系的理論與方法,以便為當(dāng)前師生關(guān)系的理論研究和在教育實踐中建立更加和諧的師生關(guān)系提供借鑒。 全文共分九個部分: 第一部分是緒論,主要闡述本文的研究對象、研究的主要內(nèi)容或要解決的主要問題、研究目的、研究意義、研究的思路和方法及創(chuàng)新之處。 第二部分通過對我國傳統(tǒng)師生關(guān)系思想的簡要總結(jié),說明我國傳統(tǒng)師生關(guān)系思想中的大量積極因素是我國百年來師生關(guān)系思想的源頭,而其中存在的一些消極因素則是百年來人們在師生關(guān)系思想研究中要批判和變革的對象。 第三部分論述十九世紀(jì)末到五四運動前夕我國師生關(guān)系思想發(fā)展情況。認(rèn)為此時專制性的“師道尊嚴(yán)”與民主平等思想交鋒激烈,師生民主平等思想的影響急劇擴大。 第四部分論述五四運動后到四十年代末我國師生關(guān)系思想發(fā)展情況。認(rèn)為此時在以實用主義為主的西方教育思想的影響下,以學(xué)生為本、以學(xué)生為中心的師生民主平等思想在學(xué)術(shù)界占據(jù)了主導(dǎo)地位。 第五部分論述五十年代初到“文革”前這十七年中我國師生關(guān)系思想發(fā)展的情況。認(rèn)為這一時期確立了以教為主導(dǎo)的師生民主平等思想,兒童中心思想在此時遭到了批判。從這個時期開始,師生關(guān)系開始成為了一個專門的學(xué)術(shù)研究問題。 第六部分論述“文革”期間我國師生民主平等思想遭到扭曲和破壞的情況。認(rèn)為此時尊師重道之風(fēng)蕩然無存,師生之間成了“資產(chǎn)階級知識分子”與“革命學(xué)生”的關(guān)系。 第七部分論述從七十年代末到九十年代中期我國師生關(guān)系思想的發(fā)展情況。這一時期人們展開了師生主客體問題的大討論,師生民主平等思想在以學(xué)為主體的背景下再一次被確立。 第八部分論述從九十年代中期到現(xiàn)在我國師生關(guān)系思想的發(fā)展情況。認(rèn)為這是一個師生民主平等思想的進一步發(fā)展與深化的時期,人們沖破了師生主客二元對立的思維模式,提出了師生民主平等的主體間性的思想。 本文對上述每一個階段的師生關(guān)系思想分別進行了系統(tǒng)的梳理,輔之以相關(guān)的訪談資料及典型案例的分析,對每個歷史階段有關(guān)師生關(guān)系思想的研究情況、特點,理論探討的得與失、經(jīng)驗與教訓(xùn)以及對我們今天的啟示等問題進行了比較系統(tǒng)的總結(jié)。 第九部分對我國百年師生關(guān)系思想史進行了總體的反思。總結(jié)了我國百年來師生關(guān)系思想發(fā)展的特點:師生關(guān)系問題從教育學(xué)術(shù)討論的副產(chǎn)品逐步成為了專門的學(xué)術(shù)研究領(lǐng)域;師生關(guān)系思想受國外有關(guān)思想的巨大影響與追求中國本土化的努力交織在一起;師生關(guān)系思想的發(fā)展呈螺旋式上升的軌跡;師生關(guān)系開始走向以人為本;師生關(guān)系民主平等思想日益凸顯。對以下一些有關(guān)師生關(guān)系的理論問題進行了反思:如何正確對待古今中外師生關(guān)系思想;時代精神與師生關(guān)系的聯(lián)系;教師主導(dǎo)與學(xué)生為本及學(xué)生中心的關(guān)系;“師生民主平等”的涵義;如何評價“師道尊嚴(yán)”等。提出了構(gòu)建和諧師生關(guān)系的理論,認(rèn)為和諧師生關(guān)系就是從人性的一般特點出發(fā),實現(xiàn)以生為本與教師主導(dǎo)的有機統(tǒng)一,使師生之間自然而然地形成一種民主、平等、情感交融的主體間性關(guān)系,從而使教與學(xué)兩種因素和兩個過程和諧結(jié)合,師生雙方在這種關(guān)系中都處于積極愉快的狀態(tài),最終實現(xiàn)促進師生雙方特別是學(xué)生的發(fā)展日趨完美的終極目標(biāo)。還論述了構(gòu)建和諧師生關(guān)系的理由和基本措施。 本文的創(chuàng)新點主要有以下幾個方面:對百年來中國師生關(guān)系思想演變歷史作了比較深入的系統(tǒng)的梳理;對百年來中國師生關(guān)系思想及其經(jīng)驗與教訓(xùn)做了系統(tǒng)的總結(jié)或評判;提出了審視或構(gòu)建師生關(guān)系的五個價值尺度,以期能夠更科學(xué)、更合理地審視師生關(guān)系或構(gòu)建師生關(guān)系理論;嘗試從新的視角,即從和諧理論、人性論、教育理論等多維視角來審視師生關(guān)系及相關(guān)思想、重新建構(gòu)師生關(guān)系理論;系統(tǒng)地發(fā)掘、整理了我國百年來有關(guān)師生關(guān)系思想的史料�？梢哉f,本文的研究具有填補百年來中國師生關(guān)系思想史學(xué)術(shù)研究空白或加強相關(guān)研究薄弱環(huán)節(jié)的意義,有助于建構(gòu)更加科學(xué)的師生關(guān)系理論和解決我國師生關(guān)系中存在的各種現(xiàn)實問題,因而具有重要的學(xué)術(shù)意義、理論意義和現(xiàn)實意義。
[Abstract]:The relationship between teachers and students is one of the most basic and core interpersonal relationships in school education. The good or bad relationship between teachers and students directly affects the smooth completion of educational activities and the quality of education, which has a great influence on the development of teachers and students. However, there are still great differences in the recognition of the relationship between teachers and students. Relations also exist, such as the emotional gap between teachers and students, and the problems that need to be solved for the lack of democratic equality between teachers and students. To correctly handle the various practical problems of teacher-student relationship, we should correctly understand the various theoretical problems related to the relationship between teachers and students. We need to summarize the experiences and lessons of the relationship between teachers and students in history, and need to review the relationship between teachers and students in the past. Thought, especially the need to comprehensively summarize and analyze the thought of teacher student relationship in China in the past hundred years.
The thought of the relationship between teachers and students in our country has been very rich in the past hundred years, and the problems involved in these ideas still have strong realism. Many thoughts and ideas about the relationship between teachers and students are worth our deep thinking and careful reference. However, the academic circle has not yet systemically combed the thought of the relationship between teachers and students in China for a hundred years until now. And research, no systematic summary and Reflection on the experience and lessons in the course of the development of the relationship between teachers and students in China for a hundred years. In view of this weak or even blank section of the academic research, this paper, under the guidance of the basic standpoint, viewpoint and method of Marx doctrine, adopts the literature analysis and theory research on the basis of various related theories. In the light of Chinese social politics, cultural change, especially the evolution of the thought of teacher-student relationship, the methods of interview and case analysis are systematically combed in six historical stages. The history of the evolution of the relationship between teachers and students in China for a hundred years is reviewed in a comprehensive way, and the theory of the relationship between teachers and students in various historical stages is summarized. Based on the examination and lessons, achievements and problems, we put forward our own understanding of the theoretical viewpoints of teacher-student relationship and the basic measures to correctly handle teacher-student relationship.
In particular, the main problems of this study are as follows: what is the value scale to judge the relationship between teachers and students? How is the thought of the relationship between teachers and students in China developed in a hundred years? What is the lesson and what is the inspiration for us today? What kind of relationship between teachers and students should we build is scientific and reasonable? Through systematic and in-depth study, we try to realize the following main purpose: to sort out the history of the evolution of the thought of the relationship between teachers and students in China for a hundred years so as to help people to understand this historical reality; to seek truth from facts. This paper analyzes the gains and losses, experiences and lessons in the history of the thought history of the relationship between teachers and students in China for a hundred years, in order to provide reference for people, reexamine the relationship between teachers and students, and construct a more scientific theory and method of understanding and dealing with the relationship between teachers and students so as to establish a more harmonious relationship between teachers and students in the current relationship between teachers and students and in the practice of education. The Department provides reference.
The full text is divided into nine parts:
The first part is the introduction, which mainly expounds the object of the study, the main content of the study, the main problems to be solved, the purpose of the study, the significance of the research, the ideas and methods of the research, and the innovation of the research.
The second part, through a brief summary of the traditional teacher-student relationship in China, shows that a large number of positive factors in the traditional teacher-student relationship thought in our country are the source of the thought of the relationship between teachers and students in our country for a hundred years, and some of them are the objects of criticism and change in the study of the relationship between teachers and students in the past hundred years.
The third part discusses the development of the relationship between teachers and students in China from the end of the nineteenth Century to the eve of the 54 Movement. It is believed that the autocratic "dignity of the teacher" has a fierce confrontation with the thought of democracy and equality, and the influence of the thought of democracy and equality between teachers and students is greatly expanded.
The fourth part discusses the development of the thought of the relationship between teachers and students in China from the end of the 54 Movement to the end of the 40s. It is believed that under the influence of the western educational thought based on pragmatism, the student centered and student centered thought of democracy and equality occupies the leading position in the academic circle.
The fifth part discusses the development of the relationship between teachers and students in China during the first seventeen years of the "Cultural Revolution" from the early 50s to the period of the "Cultural Revolution". It is considered that this period established the thought of democracy and equality between teachers and students, which was led by teaching, and the thought of children's center was criticized at this time. Question.
The sixth part discusses the distortion and destruction of the thought of democratic equality between teachers and students in the Cultural Revolution during the period of the cultural revolution. It is considered that the wind of respecting teachers and teachers is not in the wind at this time, and the relationship between the "bourgeois intellectuals" and the "revolutionary students" between teachers and students.
The seventh part discusses the development of the thought of the relationship between teachers and students from the end of the 70s to the middle of the 90s. In this period, people launched a big discussion on the subject and object of teachers and students, and the thought of democracy and equality between teachers and students was once again established under the background of learning as the main body.
The eighth part discusses the development of the thought of teacher-student relationship in China from the middle of the 90s to the present. It is considered that this is a period of further development and deepening of the thought of democracy and equality between teachers and students. People have broken down the thinking mode of the two yuan opposition between teachers and students of teachers and students, and put forward the idea of intersubjectivity of democracy and equality between teachers and students.
This paper makes a systematic review of the thought of teacher-student relationship in each stage, supplemented by related interviews and analysis of typical cases, and compares the research situation, characteristics, gain and loss of theoretical discussion, experience and lessons as well as the enlightenment to us today. A summary of the system.
The ninth part rethinks the history of the thought history of the relationship between teachers and students in China for a hundred years. It summarizes the characteristics of the development of the thought of the relationship between teachers and students in China for a hundred years. The question of teacher-student relationship has gradually become a special academic research field from the by-products of the academic discussion of education; the thought of the relationship between teachers and students is influenced by the great influence of the related thoughts on the outside of the country and the pursuit of China The development of soil and soil is intertwined; the development of the relationship between teachers and students is on the track of spiral rise; the relationship between teachers and students begins to be people-oriented; the idea of democracy and equality between teachers and students is becoming more and more prominent. The relationship between students and students, the relationship between teachers and students as well as the student center, the meaning of "democratic equality between teachers and students", and the evaluation of "teacher dignity". The theory of building a harmonious relationship between teachers and students is put forward, and the harmonious relationship between teachers and students is based on the general characteristics of human nature and realizes the organic unity between the students and teachers. The intersubjective relationship of democracy, equality and emotional blending is naturally formed between the students and the harmonious combination of the two factors and the two processes of teaching and learning. Both teachers and students are in a positive and happy state in this relationship, finally realizing the ultimate goal of promoting the perfection of the development of both teachers and students, especially the students. The reasons and basic measures to build a harmonious relationship between teachers and students.
The innovation of this article mainly includes the following aspects: a systematic review of the history of the ideological evolution of the relationship between teachers and students in China for a hundred years; a systematic summary or evaluation of the thoughts, experiences and lessons of the relationship between teachers and students in China for a hundred years, and the five values of examining or constructing the relationship between teachers and students so as to be able to be more scientific, It is more reasonable to examine the relationship between teachers and students or to construct the theory of teacher-student relationship, and try to examine the relationship between teachers and students from a new angle of view, that is, the theory of harmony, the theory of human nature, the theory of education and so on, to reconstruct the relationship theory of teachers and students, and to systematically excavate and organize the historical data about the relationship between teachers and students in the past hundred years. It is helpful to construct a more scientific theory of teacher-student relationship and to solve various practical problems in the relationship between teachers and students in China. Therefore, it has important academic meaning, theoretical significance and practical significance.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2008
【分類號】：G456

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