本文選題：張敷榮　切入點(diǎn)：張敷榮課程與教學(xué)論思想　出處：《西南大學(xué)》2017年碩士論文

【摘要】：縱觀改革開放以來我國的課程與教學(xué)論發(fā)展的近四十年歷史可知,一方面在具體的學(xué)科體系、研究隊(duì)伍、學(xué)術(shù)研究規(guī)范、學(xué)科發(fā)展、研究生培養(yǎng)等方面形成了符合中國國情的課程與教學(xué)論建設(shè)體系,另一方面鑒于該領(lǐng)域在建國初期和改革開放初期存在的對(duì)于國外相關(guān)理論的引進(jìn)和介紹等研究現(xiàn)象這一事實(shí),使得我國的課程與教學(xué)論建設(shè)在一定程度上存在忽視中國問題而對(duì)國外課程與教學(xué)理論盲從這一“盲目借鑒”問題。張敷榮在課程與教學(xué)論一般原理、方法、研究?jī)?nèi)容和基本邏輯范疇的指導(dǎo)下,針對(duì)中國課程與教學(xué)論的具體問題和現(xiàn)象開展了符合課程與教學(xué)論研究規(guī)律的課程與教學(xué)論研究,并在此實(shí)踐基礎(chǔ)上形成了張敷榮課程與教學(xué)論思想。張敷榮課程與教學(xué)論思想是中國特色課程與教學(xué)論建設(shè)實(shí)踐的有效案例之一,本文對(duì)張敷榮課程與教學(xué)論思想形成進(jìn)行研究,旨在通過對(duì)張敷榮課程與教學(xué)論思想形成過程、思想闡釋、特色分析幾部分,形成對(duì)我國今后中國特色課程與教學(xué)論建設(shè)的可借鑒性建議。張敷榮課程與教學(xué)論思想形成研究,本文主要于歷史和邏輯兩方面進(jìn)行分析,其中從歷史脈絡(luò)梳理上對(duì)張敷榮課程與教學(xué)論思想在形成過程進(jìn)行劃分包括三個(gè)形成時(shí)期,具體為1936年以前、1936年-1979年、1979年以后這三個(gè)時(shí)間段;從邏輯分析角度,可以依據(jù)張敷榮課程與教學(xué)論思想的理論來源和思想構(gòu)成,得出張敷榮是基于杜威的教育理論和馬克思主義教育理論兩方面思想理論來源,在國家政治變革因素、教育科學(xué)領(lǐng)域因素、課程與教學(xué)論研究因素和張敷榮個(gè)體因素這四方面的影響下形成了具有教師中心性、實(shí)踐基礎(chǔ)性和視域融合性特色的包括理念與目標(biāo)、任務(wù)與內(nèi)容、理論基礎(chǔ)、研究方法、教學(xué)過程和教學(xué)評(píng)價(jià)這六方面的張敷榮課程與教學(xué)論思想內(nèi)容�；趶埛髽s課程與教學(xué)論思想形成研究,對(duì)中國特色課程與教學(xué)論建設(shè)提出了堅(jiān)持中國特色課程與教學(xué)論目標(biāo)、以中國課程與教學(xué)論實(shí)踐為邏輯起點(diǎn)、發(fā)展中國特色課程與教學(xué)論研究共同體、確立中國特色課程與教學(xué)論研究范式、秉持中西視域融合研究視角這五點(diǎn)建議。
[Abstract]:Looking at the nearly forty years of development of curriculum and teaching theory in China since the reform and opening up, we can see that on the one hand, in the specific discipline system, research team, academic research norms, discipline development, On the other hand, in view of the fact that the introduction and introduction of relevant foreign theories existed in this field in the early years of the founding of the people's Republic of China and the early stage of reform and opening up, it has formed a system of curriculum and teaching theory construction in accordance with the national conditions of China. To a certain extent, the construction of curriculum and teaching theory in China has ignored the Chinese problem and blindly followed the foreign curriculum and teaching theory, which is a "blind reference" problem. Under the guidance of the research content and the basic logic category, the research on curriculum and teaching theory in accordance with the research law of curriculum and teaching theory has been carried out in accordance with the specific problems and phenomena of Chinese curriculum and teaching theory. On the basis of this practice, Zhang Zhongnong's curriculum and teaching theory thought are formed. Zhang Zhongnong's curriculum and teaching theory thought is one of the effective cases of the construction practice of curriculum and teaching theory with Chinese characteristics. This paper studies the formation of Zhang Zhongnong's curriculum and teaching theory, aiming at analyzing the forming process of Zhang's curriculum and teaching theory, the explanation of his thoughts, and the analysis of his characteristics. This paper mainly analyzes the history and logic of Zhang Zhonghong's curriculum and teaching theory, which can be used for reference in the construction of curriculum and teaching theory with Chinese characteristics in the future. In this paper, the author classifies Zhang Zirong's curriculum and the thought of teaching theory into three forming periods from historical context, including three forming periods: before 1936, from 1936 to 1979, and from the angle of logic analysis. According to the theoretical source and structure of Zhang Zirong's curriculum and teaching theory, it can be concluded that Zhang is based on Dewey's educational theory and Marxist educational theory. Under the influence of educational science field factors, curriculum and teaching theory research factors and Zhang Fengrong's individual factors, which have the characteristics of teacher-centered, practical foundational and visual integration, they include ideas and objectives, tasks and contents. The theoretical basis, research methods, teaching process and teaching evaluation are six aspects of Zhang Zirong's curriculum and teaching theory. This paper puts forward the goal of curriculum and teaching theory with Chinese characteristics, taking the practice of Chinese curriculum and teaching theory as the logical starting point, and develops the research community of curriculum and teaching theory with Chinese characteristics. Establishing the research paradigm of curriculum and teaching theory with Chinese characteristics and adhering to the five suggestions of integrating Chinese and Western perspectives.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G420

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