【摘要】： 就學(xué)科自身而言,人的問題是教育學(xué)理論發(fā)展至今,常新常在的核心式問題,人性假設(shè)日漸成為當(dāng)代教育學(xué)需要直面的基因式概念,它滲透在、生發(fā)出教育學(xué)理論的物種性特質(zhì)。就中國范圍而言,教育學(xué)科百年發(fā)展提出了學(xué)科獨立性、理論原創(chuàng)、研究立場等一系列相關(guān)問題,并日益聚集于人的問題研究的基礎(chǔ)性概念:人性假設(shè)。教育,作為直面人、通過人、為了人的事業(yè),充滿多重意義上、獨特的、人與人之間的交互相長,無論自覺程度如何,人性假設(shè)內(nèi)在地影響教育實踐活動。教育學(xué)需要而且應(yīng)該作出基于自身歷史與現(xiàn)實的具有學(xué)科意義的人性假設(shè)。 在借鑒教育學(xué)界內(nèi)外有關(guān)人性假設(shè)研究相關(guān)成果的基礎(chǔ)上,本論文發(fā)現(xiàn)教育學(xué)內(nèi)部系統(tǒng)研究的缺失,嘗試以教育學(xué)理論構(gòu)建的兩大代表:學(xué)科的創(chuàng)建之“源”,即赫爾巴特的教育學(xué),與改造之“流”,尤其是具有轉(zhuǎn)型性意義的“大拐彎”式改造,即杜威的教育學(xué)為研究范例,從中探尋教育學(xué)學(xué)科特有的人性假設(shè),它的基本內(nèi)涵及其與教育學(xué)理論構(gòu)建之間的關(guān)系。 為此,本論文的論題圍繞兩大任務(wù)展開:教育學(xué)學(xué)科特有的人性假設(shè)的基本內(nèi)涵是什么;教育學(xué)的人性假設(shè)與其理論構(gòu)建、發(fā)展之間的關(guān)系如何�；緝�(nèi)涵從兩大教育學(xué)人性假設(shè)的相通處搜求,并結(jié)合本人參與教育實踐過程中對教育本身的體悟;人性假設(shè)與理論構(gòu)建、發(fā)展的關(guān)系研究從各自教育學(xué)內(nèi)部探尋,同時比較兩大教育學(xué)人性假設(shè)及其理論體系之間的差異性。 通過對兩大教育學(xué)中相關(guān)問題的爬梳與比較,本論文認為:第一,在學(xué)科層面,教育學(xué)具有獨特的人性假設(shè),按照學(xué)科慣例簡稱之為:教育人。作為多重關(guān)系中的、具體情境中的、成長中的人,教育人的基本內(nèi)涵由三個層面立體構(gòu)成:可變性,或曰可能性;有方向的可變性,即可善性,或曰價值導(dǎo)向性;處在多重交互關(guān)系中的向善性,即交互相長性,不同于一般意義上的社會性。第二,在學(xué)派層面,教育學(xué)內(nèi)部不同的理論體系內(nèi)在深層的人性假設(shè)不一樣,人性假設(shè)與理論體系之間具有基因與有機體之間全息滲透的關(guān)系,這體現(xiàn)了教育學(xué)的豐富和發(fā)展。就此而言,人性假設(shè)既有具體學(xué)科所獨有的、學(xué)科本身所共有的特性,又呈現(xiàn)出學(xué)科內(nèi)部不同學(xué)派的特質(zhì):可變性突現(xiàn)動態(tài)過程性:可善性標(biāo)明價值導(dǎo)向性;交互性則蘊含關(guān)系轉(zhuǎn)化性。三大方面集中標(biāo)識出教育學(xué)的實踐性。學(xué)科共有、特有的“—”,與學(xué)科分化、豐富的“多”正是教育學(xué)學(xué)科構(gòu)建與理論發(fā)展的表現(xiàn)。第三,教育人集中體現(xiàn)了教育學(xué)的學(xué)科特性:生成性、實踐性和關(guān)系性。這帶來若干啟發(fā):教育學(xué)研究需要在學(xué)術(shù)積累中把握核心式問題進行創(chuàng)生、再生,教育本身是教育學(xué)生成的根本。 當(dāng)然,兩大教育學(xué)的人性假設(shè)尚存在發(fā)展空間,對師生共在的有機交互性研究的缺失,為教育學(xué)的發(fā)展提供了問題空間。從某種意義上可以說,教育學(xué)的人性假設(shè)不僅是一個需要研究的問題,而且是一個需要且能夠持續(xù)研究的原點式問題。
[Abstract]:As far as the discipline itself is concerned, the problem of human being is the core problem that the theory of pedagogy has developed so far. The hypothesis of human nature has gradually become a genetic concept that the contemporary pedagogy needs to face. It penetrates and produces the speciality of the theory of education. As far as China is concerned, the theory of education has been independent, and the theory of education is independent. A series of related issues such as original, research position and so on are increasingly gathered in the basic concept of human problem research: human nature hypothesis. Education, as a direct person, through human, for human cause, is full of multiple meanings, unique, the interaction between people and people, regardless of the degree of consciousness, the hypothesis of human nature influences the educational practice inwardly. Pedagogy needs and should make a human nature hypothesis with disciplinary significance based on its own history and reality.
On the basis of the relevant achievements in the study of the human nature hypothesis inside and outside the educational field, this paper finds the lack of the internal system research in the pedagogy, and attempts to construct the two major representatives of the theory of Pedagogy: the source of the creation of the subject, that is, Herbart's pedagogy, and the "flow" of the transformation, especially the "big turn" with the transformation significance. "The" type transformation, that is, Dewey's pedagogy as an example, explores the unique human nature hypothesis of the subject of pedagogy, its basic connotation and its relation to the construction of the theory of pedagogy.
Therefore, the thesis focuses on two major tasks: what is the basic connotation of the human nature hypothesis in the subject of pedagogy; the relationship between the hypothesis of the human nature of education and its theoretical construction and development; the basic connotation is searched from the interconnecting place of the hypothesis of the two major pedagogics and human nature, and is combined with the educational practice in the course of the educational practice. The understanding of the body, the hypothesis of human nature and the construction of the theory, the relationship between the development and the development of the two major pedagogy, and the difference between the human nature hypothesis and the theoretical system.
Through the combing and comparison of the related issues in the two major pedagogy, this paper holds that: first, at the disciplinary level, pedagogy has a unique human nature hypothesis. According to the discipline practice, it is referred to as "educating people". As a multiple relationship, the specific situation, the growing man, the basic connotation of the educating person is composed of three dimensions: variability, Or the possibility; the variability of direction, that is, the good nature, or the value orientation, the good nature in the multiple interaction, that is, the mutual long nature, and the sociality in the general sense. Second, at the school level, the internal assumptions of the deep layers in the different theoretical systems within the pedagogy are different, and between the human nature hypothesis and the theoretical system. The relationship between the holographic penetration between the gene and the organism reflects the enrichment and development of the pedagogy. In this regard, the hypothesis of human nature is unique to the specific subject, the characteristics shared by the subject itself, and the characteristics of the different schools within the subject: variability and dynamic process: the good character is marked by the value orientation; Interactivity The three major aspects include the practicality of the educational science. The subject is common, the unique "-", the division of the subject and the rich "more" are the manifestations of the construction and theoretical development of the subject of pedagogy. Third, the educates focus on the characteristics of the subject of Pedagogy: generative, practical and relational. Pedagogical research needs to grasp core problems in academic accumulation to create and regenerate, and education itself is the foundation of pedagogy.
Of course, there is still space for the human nature hypothesis of the two major pedagogy and the lack of organic interaction between teachers and students, which provides a problem space for the development of education. In a sense, the hypothesis of human nature of pedagogy is not only a question that needs to be studied, but also an original question that needs and can be studied continuously. Question.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2008
【分類號】：G40

【引證文獻】

相關(guān)期刊論文 前1條

1 孫元濤;;人的“可塑性”與教育——從赫爾巴特到本納[J];全球教育展望;2011年10期

相關(guān)博士學(xué)位論文 前4條

1 楊明宏;教育管理的人性邏輯[D];西南大學(xué);2011年

2 潘永興;激勵教育的理論詮釋與實踐模式研究[D];東北師范大學(xué);2011年

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相關(guān)碩士學(xué)位論文 前7條

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2 馮加漁;赫爾巴特課程思想研究[D];華中科技大學(xué);2011年

3 李艾潔;教育懲罰的人性基礎(chǔ)[D];東北師范大學(xué);2011年

4 何蓉;論康德教育理論與實踐[D];華東師范大學(xué);2010年

5 曹曉寒;高校教師教學(xué)評價制度的人性分析[D];首都師范大學(xué);2012年

6 徐洋;研究型高校教師教學(xué)績效考評研究[D];天津大學(xué);2012年

7 楊忠強;家具造型設(shè)計中的折衷探析[D];南昌大學(xué);2012年

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本文編號：2153366