發(fā)布時間：2018-03-28 15:51

  本文選題：人性化　切入點：教育本質(zhì)　出處：《淮北師范大學》2017年碩士論文

【摘要】：教育異化問題一直是學者們關注的焦點,縱觀當今教育現(xiàn)狀,不難發(fā)現(xiàn)功利主義、文化消極成分、權力異化、技術主義等已成為無孔不入的痼疾折磨著教育和身處教育中的人,學生厭學、教師厭教的現(xiàn)象屢見不鮮,學校成為殘酷的競技場、人才的加工廠,此種情境下,教育培養(yǎng)出來的人是片面的、畸形的、單向度發(fā)展的,教育者與受教育者在漫長的教育旅途中痛苦跋涉,教育疏離了人性,喪失了本質(zhì)。教育從其本質(zhì)上來說是基于人性假設的培養(yǎng)完滿人性的社會活動,育人是教育的核心和旨歸,如果脫離了人性的基礎,教育就失去了其存在的本真,成為一種沒有靈魂的形式,并逐漸異化為壓迫和規(guī)訓人的工具。既然人是教育的根本出發(fā)點和歸宿,那么在研究教育異化時,就應該從教育的本質(zhì)出發(fā),以人性為視角分析當今教育是怎樣對人進行異化的以及出現(xiàn)異化現(xiàn)象的深層原因,同時提出教育異化糾偏的措施,只有通過這樣的研究思路,我們才能徹底理解教育異化本質(zhì)上是把教育的某些非本質(zhì)屬性和教育的本質(zhì)屬性混為一談,掏空了教育的人性化價值內(nèi)涵。基于此研究思路,本文總體上從三個步驟展開論述:首先,界定了人性化及教育本質(zhì)的內(nèi)涵,在此基礎上論述了教育人性化本質(zhì)的必然性、理論基礎,得出人性化是教育本質(zhì)的時代呼喚這一結論。其次,界定了異化與教育異化的內(nèi)涵、判斷標準,說明追溯教育異化的必要性并對教育異化發(fā)展史進行追溯和反思,從人性視角描述了教育疏離人性、走向異化的表現(xiàn)及危害,包括功利主義對教育的腐蝕,對人的物化;文化消極成分對教育的習染,對人的庸化;權力異化對教育的滲透,對人的奴化;技術主義對教育的侵蝕,對人的弱化。以此進一步從首要前提、世俗基礎、內(nèi)部因素、外部因素四個方面分析了教育異化產(chǎn)生的深層原因;最后,針對當前教育迷失本質(zhì)的現(xiàn)實,提出了教育走向人性化、回歸本質(zhì)的相應對策,包括轉變教育功利價值取向,實現(xiàn)由功利價值取向到人性價值取向;改變教育教學內(nèi)容,強調(diào)人文素質(zhì)教育與科學技術教育并重;轉變教育過程及方式,由“人為”教育到“為人”教育;改革相關規(guī)章制度,由僵化、生硬到靈活、人性化。本文的主旨在于梳理當前教育異化的種種現(xiàn)狀,探求教育回歸本質(zhì)的途徑,同時為實踐中的教育異化問題提供解決對策。
[Abstract]:The problem of educational alienation has always been the focus of attention of scholars. Looking at the present situation of education, it is not difficult to find that utilitarianism, negative elements of culture, alienation of power and technicalism have become pervasive chronic diseases that torment education and people in education. The phenomenon of students being tired of learning and teachers' abhorrence of teaching is common. The school has become a cruel arena and a processing factory for talents. In such a situation, the people trained by education are one-sided, deformed, and unidirectional. In the long journey of education, the educator and the educatee travel painfully, the education alienates the human nature and loses the essence. In essence, education is the social activity based on the hypothesis of human nature, and educating people is the core and aim of education. If separated from the foundation of human nature, education will lose its essence of existence, become a soulless form, and gradually dissimilate itself into an instrument of oppression and discipline. Since man is the fundamental starting point and destination of education, So when studying educational alienation, we should start from the essence of education, analyze from the angle of human nature how to dissimilate people and the deep causes of alienation, and put forward some measures to correct the alienation of education. Only through this kind of research thought can we fully understand that the essence of educational alienation is to confuse some non-essential attributes of education with the essential attributes of education and empty out the humanistic value connotation of education. Firstly, it defines the connotation of humanization and the essence of education, and on this basis discusses the inevitability and theoretical basis of the essence of humanization of education. Secondly, it defines the connotation of alienation and alienation of education, judges the standard, explains the necessity of tracing the alienation of education, and traces and reflects on the history of educational alienation. From the perspective of human nature, this paper describes the manifestation and harm of education alienation from human nature, including the corruptions of utilitarianism to education, the materialization of human beings, the negative elements of culture to education, the vulgarization of human beings, the infiltration of power alienation into education. The enslavement of human beings, the erosion of education by technicalism and the weakening of human beings. In this way, the author analyzes the deep causes of educational alienation from four aspects: first premise, secular foundation, internal factor and external factor; finally, In view of the reality that education has lost its essence, this paper puts forward the corresponding countermeasures of education towards humanization and returning to essence, including changing the value orientation of educational utility, realizing the orientation from utilitarian value to human nature, changing the content of education teaching. Emphasizing the equal importance of humanistic quality education and science and technology education, changing the educational process and methods, from "human being" education to "being human" education, and reforming the relevant rules and regulations, from rigid, stiff to flexible, Humanization. The purpose of this paper is to sort out the current situation of educational alienation, to explore the way to return to the essence of education, and to provide solutions to the problem of educational alienation in practice.
【學位授予單位】：淮北師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G40

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