本文選題：孔子 + 教育倫理��； 參考：《曲阜師范大學(xué)》2009年碩士論文

【摘要】： 孔子是人類歷史上最偉大的教育家、哲學(xué)家,他的教育倫理思想是我國傳統(tǒng)教育倫理理論的基石。深入研究孔子的教育倫理思想及其現(xiàn)代價值,對于深化孔子倫理思想和教育思想的研究、建構(gòu)適應(yīng)現(xiàn)代社會發(fā)展要求的教育倫理理論都是非常必要的。 孔子的教育倫理思想博大精深,影響深遠。他的“有教無類”的教育公平理念、育德為先、知行統(tǒng)一的德育體系、關(guān)愛學(xué)生、樂業(yè)敬業(yè)的師德要求尤其是他的身體力行、知行統(tǒng)一的教育觀念并沒有隨著時空的變遷而落伍,而是對當(dāng)今的教育改革在理論上和實踐上有很大的參考和啟示意義。特別是在對于擴展素質(zhì)教育的實現(xiàn)形式、加強對人的人格、責(zé)任、道德的培養(yǎng),實現(xiàn)更具有倫理內(nèi)涵的教育方面具有更重要的啟迪。 孔子教育倫理思想的現(xiàn)代意義和當(dāng)代價值是勿庸置疑的,考察、挖掘、研究、借鑒和改造孔子的教育倫理思想,充分認(rèn)識其所蘊涵的現(xiàn)代意義,并從中找到傳統(tǒng)與現(xiàn)代的結(jié)合點使之為發(fā)展和完善中國的道德教育服務(wù),無疑具有十分重要的理論意義和現(xiàn)實意義。 本文著重從以下三個方面對孔子教育倫理思想作了必要的探討: 其一,倫理與教育倫理。教育活動是社會活動的一個方面,教育倫理也是社會倫理系統(tǒng)的一個組成部分,因此,教育倫理與一般的社會倫理有著內(nèi)在的必然的聯(lián)系,不存在脫離于一般社會倫理的完全獨立的教育倫理,教育倫理是社會倫理在教育領(lǐng)域中的表現(xiàn)。教育倫理不是一般意義上的教師的職業(yè)倫理,而是教育的倫理、教育共同體的倫理,當(dāng)然也包括作為教育共同體的基本構(gòu)成的教育者和教育對象的倫理。 其二,孔子教育倫理思想的內(nèi)容。教育倫理思想是孔子教育思想的重要內(nèi)容,同時也是其倫理思想的一個有機組成部分。著眼于教育的倫理問題及倫理的教育問題,孔子提出了“有教無類”的教育公平理念,育德為先、知行統(tǒng)一的德育體系,關(guān)愛學(xué)生、樂業(yè)敬業(yè)的師德要求等等一些具有普適性意義的教育倫理思想,奠定了中國教育倫理理論的思想基礎(chǔ)。 其三,孔子教育倫理思想的現(xiàn)代意義。主要有:教育管理的借鑒作用、完善教育者德性提升,規(guī)范教育者、受教育者道德行為以及豐富德育方法、注重道德教育實踐。
[Abstract]:Confucius is the greatest educator and philosopher in human history. It is necessary to deeply study Confucius' educational ethics and its modern value in order to deepen the study of Confucius' ethical thought and educational thought, and to construct the educational ethics theory which can meet the requirements of the development of modern society. Confucius' educational ethics thought is profound and profound. His idea of "education without class", education of morality first, knowledge and practice of a unified system of moral education, care for students, the professional ethics of teachers, especially his practical practice, The educational concept of unity of knowledge and practice is not outdated with the change of time and space, but has great reference and enlightenment significance to the educational reform in theory and practice. Especially, it has more important enlightenment in expanding the realization form of quality education, strengthening the cultivation of personality, responsibility and morality, and realizing the education with more ethical connotation. There is no doubt about the modern significance and contemporary value of Confucius' educational ethics. It is undoubtedly of great theoretical and practical significance to find the combination of tradition and modern to serve for the development and perfection of moral education in China. This paper focuses on the following three aspects of Confucius education ethics to make a necessary discussion: First, ethics and education ethics. Educational activities are an aspect of social activities, and educational ethics is also an integral part of the social ethics system. Therefore, educational ethics and general social ethics have an inherent and inevitable relationship. There is no completely independent educational ethics which is divorced from the general social ethics. Educational ethics is the manifestation of social ethics in the field of education. The ethics of education is not the professional ethics of teachers in general sense, but the ethics of education, the ethics of educational community, and of course the ethics of educators and educational objects as the basic composition of the educational community. Second, the content of Confucius' educational ethics. The educational ethics thought is the important content of Confucius' educational thought, also is an organic part of its ethics thought. Focusing on the ethical issues of education and ethical education, Confucius put forward the concept of "education without teaching and education without classification". The concept of "education of morality is the first, the moral education is the unity of knowledge and practice, and the students are cared for," The requirement of professional ethics and so on has laid the ideological foundation of Chinese educational ethics theory. Third, the modern significance of Confucius' educational ethics. The main contents are as follows: reference of educational management, improvement of educator's moral character, standardization of educator's moral behavior, enrichment of moral education method, and emphasis on moral education practice.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：G40-09;B82-09

【引證文獻】

相關(guān)期刊論文 前1條

1 陳玉芳;;孔子的道德倫理對當(dāng)今學(xué)校教育的借鑒[J];才智;2011年10期

相關(guān)碩士學(xué)位論文 前3條

1 馮思源;教師威信的倫理研究[D];沈陽師范大學(xué);2011年

2 滕慧榮;孔子教育思想的現(xiàn)代價值在歷史教學(xué)中的轉(zhuǎn)換和實踐[D];山東師范大學(xué);2011年

3 高雪晶;我國中學(xué)STS教育研究：目標(biāo)、現(xiàn)狀、問題與對策[D];東北財經(jīng)大學(xué);2011年

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本文編號：1942636