本文選題：社會(huì)轉(zhuǎn)型　切入點(diǎn)：異化　出處：《東北師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：中國(guó)目前的社會(huì)轉(zhuǎn)型使社會(huì)結(jié)構(gòu)發(fā)生深刻變化,社會(huì)轉(zhuǎn)型包括了體制機(jī)制的轉(zhuǎn)軌、利益的調(diào)整和觀念的轉(zhuǎn)變。社會(huì)轉(zhuǎn)型促進(jìn)了教育的變革和發(fā)展。社會(huì)轉(zhuǎn)型背景下教育的巨變表現(xiàn)為教育更加適應(yīng)社會(huì)轉(zhuǎn)型并成為社會(huì)轉(zhuǎn)型的推動(dòng)力量,更加注重用變革去推動(dòng)教育教學(xué)實(shí)踐的改進(jìn)。社會(huì)轉(zhuǎn)型促進(jìn)了教育教學(xué)的發(fā)展,但不可否認(rèn)的是,社會(huì)轉(zhuǎn)型過(guò)程中伴隨著異化的存在,這些異化問(wèn)題影響了教育教學(xué)的發(fā)展,也成為教育教學(xué)異化的原因。社會(huì)轉(zhuǎn)型促進(jìn)了教育教學(xué)的變革,但是社會(huì)轉(zhuǎn)型過(guò)程中多元價(jià)值取向、功利主義思想和主體性發(fā)展等因素也無(wú)可避免地導(dǎo)致了教育異化的產(chǎn)生。社會(huì)轉(zhuǎn)型間接地影響了教學(xué)領(lǐng)域的異化,教學(xué)的異化集中表現(xiàn)為教學(xué)觀異化、教學(xué)娛樂(lè)化、教學(xué)技術(shù)化和教學(xué)知識(shí)化。透過(guò)這些異化現(xiàn)象,分析異化產(chǎn)生的根源,尋求異化的解決路徑,以實(shí)現(xiàn)教學(xué)促進(jìn)人的全面自由發(fā)展為目的,是當(dāng)前研究的主要任務(wù)。本文分為五個(gè)部分。導(dǎo)論部分交代了作者的研究緣起,介紹了轉(zhuǎn)型社會(huì)這一研究背景,并對(duì)以往關(guān)于教育異化的研究進(jìn)行了總結(jié),確立了研究的主要內(nèi)容并闡釋了本文的研究意義和價(jià)值。正文第一部分對(duì)論文中的核心概念進(jìn)行了梳理和界定,對(duì)諸如異化、教育異化、教學(xué)異化等基本概念的內(nèi)涵進(jìn)行了闡釋。正文第二部分通過(guò)對(duì)中國(guó)社會(huì)轉(zhuǎn)型概況的解讀,分析轉(zhuǎn)型時(shí)期社會(huì)中存在的一些異化問(wèn)題以及社會(huì)轉(zhuǎn)型時(shí)期教育領(lǐng)域內(nèi)的異化問(wèn)題,并對(duì)教育異化的原因進(jìn)行探討。正文第三部分是文章的重點(diǎn),從轉(zhuǎn)型時(shí)期教育異化問(wèn)題延伸到課堂教學(xué)的異化,將問(wèn)題深入到課堂教學(xué)之中,并分析了社會(huì)轉(zhuǎn)型時(shí)期價(jià)值多元、功利主義思想等因素影響下課堂教學(xué)異化的幾種表現(xiàn):教學(xué)觀異化、教學(xué)娛樂(lè)化、教學(xué)知識(shí)化和教學(xué)技術(shù)化,整體把握課堂教學(xué)異化的內(nèi)涵和表現(xiàn)。正文最后一部分對(duì)課堂教學(xué)本真狀態(tài)進(jìn)行了解讀,立足于課堂教學(xué)異化的現(xiàn)實(shí),對(duì)課堂教學(xué)異化進(jìn)行反思并在反思的基礎(chǔ)上尋求教學(xué)異化的超越路徑,以達(dá)到將課堂教學(xué)回歸到本真狀態(tài)的目的。
[Abstract]:China present social transformation of the social structure has undergone profound changes, the social transformation includes the transition mechanism, change the adjustment of interests and ideas. The social transformation has promoted the reform and development of education. Education changes under the background of social transformation in education to adapt to the social transformation and become the driving force of social transformation, pay more attention to with the change to promote the improvement of teaching practice. The social transformation has promoted the development of education and teaching, but it is undeniable that in the process of social transformation with the alienation, the alienation problem affects the development of education and teaching, education has also become a cause of alienation. The social transformation has promoted the reform of education and instruction. But in the process of social transformation in the multi value orientation, factors of utilitarianism and subjective development will inevitably lead to education alienation. Social transformation between Ground of alienation in the field of teaching, teaching focuses on teaching alienation alienation, teaching entertainment, teaching technology and teaching knowledge. Through the phenomenon of alienation, alienation and root cause analysis, to find a solution path of alienation, in order to achieve the free and all-round development of people for the purpose of promoting teaching is the main task. Research. This paper is divided into five parts. The introduction part the author introduces the research origin, the research background of social transformation, and the previous studies on the alienation of education are summarized, the main research contents and explains the significance and value of this research. The first part of the core concept of the paper defines, such as alienation, alienation of education, basic concepts of teaching alienation are expounded. The second part of the interpretation of the general situation of the social transformation Chinese, Analysis on the alienation problem during the period of social transformation in the presence of some problems and the alienation of education during the social transition in the field, and to discuss the reasons of the alienation of education. The third part is the focus of the article, from the alienation of education problem during the transition period extends to the alienation of classroom teaching, the problems in the classroom teaching, and analyzes the social transformation during the period of plural values, several forms of classroom teaching alienation of utilitarianism and other factors under the view of teaching: teaching alienation, entertainment, teaching knowledge and teaching technology, connotation and performance of the overall grasp teaching alienation. The last part of the true state of classroom teaching is analyzed, based on the teaching reality of alienation, reflections on the teaching of alienation and beyond to seek the path of teaching alienation on the basis of reflection, in order to return to the true shape of classroom teaching The purpose of the state.

【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G424

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