可持續(xù)發(fā)展教育理論研究
發(fā)布時間:2018-07-06 12:16
本文選題:可持續(xù)發(fā)展 + 學(xué)校教育 ; 參考:《山東師范大學(xué)》2009年博士論文
【摘要】: 可持續(xù)發(fā)展,充分體現(xiàn)出科學(xué)發(fā)展觀的精神實質(zhì),是中國經(jīng)濟、社會發(fā)展的重要指導(dǎo)方針。學(xué)校教育是實現(xiàn)環(huán)境倫理意識、改變價值觀和行為習(xí)慣、提高技能并確保見多識廣的公眾參與決策的關(guān)鍵。因此,學(xué)校教育應(yīng)確立一種新的教育觀并重新設(shè)計,是當(dāng)代教育發(fā)展的一個極其重要的理念,它關(guān)系著可持續(xù)發(fā)展教育能否取得重大突破,關(guān)系到21世紀(jì)教育成敗與人類自身命運。 可持續(xù)發(fā)展理念的提出,給學(xué)校教育帶來了前所未有的沖擊,是機遇更是挑戰(zhàn)。自1987年可持續(xù)發(fā)展理念提出以來,國際社會就開始探索如何使教育成為可持續(xù)發(fā)展的支持因素。學(xué)校教育被賦予嶄新的歷史使命,被認(rèn)為是決定人類生存命運的關(guān)鍵手段。但是可持續(xù)發(fā)展背景下的學(xué)校教育面臨著一系列矛盾,必須重新審視重新界定。2002年12月,聯(lián)合國大會決定開展“教育促進(jìn)可持續(xù)發(fā)展十年”活動,決定從2005年到2014年在全球范圍內(nèi)開展有關(guān)可持續(xù)發(fā)展的教育。 廣義的可持續(xù)發(fā)展教育理論,不能滿足學(xué)校教育實踐活動的需要。開展學(xué)�?沙掷m(xù)發(fā)展教育理論研究,構(gòu)建符合我國學(xué)校教育實際的理論體系,不僅是進(jìn)一步推進(jìn)、完善廣義可持續(xù)發(fā)展教育理論的需要,更是我們有效開展可持續(xù)發(fā)展教育實踐活動的當(dāng)務(wù)之急。 學(xué)校開展可持續(xù)發(fā)展教育活動,其根本目的就是要使受教育者形成可持續(xù)發(fā)展思想觀念,重新構(gòu)建起符合可持續(xù)發(fā)展的倫理觀與價值觀,提高受教育者可持續(xù)發(fā)展的認(rèn)知水平、學(xué)習(xí)能力、參與區(qū)域和全球可持續(xù)發(fā)展實踐活動的基本能力,以及養(yǎng)成可持續(xù)發(fā)展的生活技能。一方面,可持續(xù)發(fā)展教育意在使每個受教育者成為具有可持續(xù)發(fā)展意識和能力的“可持續(xù)發(fā)展的人”;另一方面,通過他們影響周圍人的思想和行為,喚起全社會生存危機感和可持續(xù)發(fā)展責(zé)任感,提高區(qū)域內(nèi)永久性居民的整體素質(zhì),進(jìn)一步推進(jìn)區(qū)域社會、經(jīng)濟、生態(tài)環(huán)境的可持續(xù)發(fā)展。 因此,開展可持續(xù)發(fā)展教育理論研究,具有極為重要的意義。第一,推進(jìn)可持續(xù)發(fā)展教育領(lǐng)域理論研究的向前發(fā)展。開展相關(guān)理論問題研究,利于消除對于可持續(xù)發(fā)展教育理論的分歧與誤解,實現(xiàn)可持續(xù)發(fā)展教育理論體系的形成與快速發(fā)展。第二,能夠提高可持續(xù)發(fā)展教育實踐活動的科學(xué)性、適用性與有效性。可持續(xù)發(fā)展教育的積極作用在被共識的同時,也出現(xiàn)了可持續(xù)發(fā)展教育功能被擴展、放大的趨勢。由于理論缺失,現(xiàn)有可持續(xù)發(fā)展教育實踐活動表現(xiàn)出一定的無序性與盲目性,甚至無法判定現(xiàn)有可持續(xù)發(fā)展教育活動是否具有科學(xué)性、適用性�?沙掷m(xù)發(fā)展教育理論的研究,將有助于可持續(xù)發(fā)展教育概念理解,更好地了解可持續(xù)發(fā)展教育特點,準(zhǔn)確地把握可持續(xù)發(fā)展教育活動規(guī)律,找準(zhǔn)當(dāng)前可持續(xù)發(fā)展教育實踐活動中存在的問題,從而采取有效措施,有的放矢。第三,有助于國際交流與對外合作。可持續(xù)發(fā)展教育理論的發(fā)展,影響甚至決定著可持續(xù)發(fā)展教育全球共同性的水平與層次,關(guān)系著可持續(xù)發(fā)展教育實踐活動的質(zhì)量。從教育實踐上升到教育理論,意味著對可持續(xù)發(fā)展教育規(guī)律的認(rèn)識與把握。只有從理論上對地球公民的責(zé)任感、使命感、價值觀等予以界定、厘清,才有可能保障全球可持續(xù)發(fā)展教育活動的一致性而不至于迷失方向。也只有從理論上對全球環(huán)境與發(fā)展問題的成因、危害、與受教育者個體的利益相關(guān)性、受教育者權(quán)利與責(zé)任等給以揭示、確證,才有可能提高可持續(xù)發(fā)展教育的針對性,確保可持續(xù)發(fā)展教育實踐活動的高標(biāo)準(zhǔn)、高質(zhì)量。 科學(xué)研究方法是正確反映研究對象的客觀規(guī)律的手段。采用科學(xué)的研究方法來研究教育現(xiàn)象,才能得出科學(xué)結(jié)論,發(fā)展教育理論。本研究主要采用了歷史法、文獻(xiàn)材料法和理論分析法等研究方法。對保存或者現(xiàn)有資料進(jìn)行閱讀、整理;追溯可持續(xù)發(fā)展教育的發(fā)生、發(fā)展與演變的歷史事實;以科學(xué)理論為指導(dǎo),通過分析與綜合、歸納與演繹的邏輯方式進(jìn)行加工整理,在已有的可持續(xù)發(fā)展教育理論觀點的基礎(chǔ)上,以理論思維的水平來反映可持續(xù)發(fā)展教育的客觀規(guī)律。本研究的主要貢獻(xiàn)及其結(jié)論如下: 一是提出可持續(xù)發(fā)展教育概念的定義,明確了概念內(nèi)涵。對可持續(xù)發(fā)展教育廣義概念與狹義概念進(jìn)行界定、區(qū)分,增強了概念使用的規(guī)范性,便于理論研究與學(xué)術(shù)交流。狹義概念特指學(xué)校可持續(xù)發(fā)展教育,即可持續(xù)發(fā)展教育就是傳播有關(guān)可持續(xù)發(fā)展的知識和理論,促進(jìn)學(xué)生可持續(xù)發(fā)展倫理觀念和可持續(xù)發(fā)展價值觀念的形成,提高學(xué)生實施可持續(xù)發(fā)展的認(rèn)識、技能與實踐能力的有目的、有計劃、有組織的教育活動。這個概念包括以下幾層含義:①可持續(xù)發(fā)展教育的構(gòu)成要素:教育場所是學(xué)校,教育活動的參與者是教師和學(xué)生;②可持續(xù)發(fā)展教育具有區(qū)域性、階段性和社會性,其目的要求和教育內(nèi)容受到可持續(xù)發(fā)展戰(zhàn)略和區(qū)域社會政治經(jīng)濟現(xiàn)狀所制約;③指明了可持續(xù)發(fā)展教育的途徑與方法,即在學(xué)校中通過教師和學(xué)生共同參與的教育活動來進(jìn)行。 二是透過可持續(xù)發(fā)展教育理論與實踐的不同視角,通過理論分析與系統(tǒng)思維,對可持續(xù)發(fā)展教育提出了一些新的見解。①可持續(xù)發(fā)展教育的價值取向是人的全面發(fā)展,通過改造和重塑學(xué)生的自然價值觀,來重新理解人與人、人與自然的本質(zhì)關(guān)系,全面提升學(xué)生生活與生存的基本能力;②可持續(xù)發(fā)展教育的研究對象是學(xué)校教育領(lǐng)域中的可持續(xù)發(fā)展教育活動,包括可持續(xù)發(fā)展教育的政策、戰(zhàn)略、課程、教學(xué)方法等方面問題,可持續(xù)發(fā)展教育應(yīng)是獨立學(xué)科;③可持續(xù)發(fā)展教育研究的目的是促進(jìn)文化多樣性背景下可持續(xù)發(fā)展教育理論與實踐的發(fā)展,因此可持續(xù)發(fā)展教育既是一門應(yīng)用科學(xué),也是一門理論科學(xué);④可持續(xù)發(fā)展教育活動是學(xué)校教育活動的有機組成,具有學(xué)校教育活動共同的基本特點,兩者之間既存在密切聯(lián)系又有所區(qū)別,是部分和整體的關(guān)系,可持續(xù)發(fā)展教育其學(xué)科課程應(yīng)該屬于教育范疇;⑤學(xué)校教育作為可持續(xù)發(fā)展系統(tǒng)的一個子系統(tǒng)(可持續(xù)發(fā)展系統(tǒng)包括經(jīng)濟、自然和社會發(fā)展三個子系統(tǒng),教育是社會發(fā)展子系統(tǒng)的子系統(tǒng)),其可持續(xù)發(fā)展目標(biāo)的實現(xiàn)受到諸多因素影響。在影響學(xué)校教育可持續(xù)發(fā)展的諸多因素中,可持續(xù)發(fā)展教育起著極其獨特甚至是不可替代的重要作用。 三是回溯可持續(xù)發(fā)展教育理論的發(fā)展歷史,明晰可持續(xù)發(fā)展教育理論體系的基本理論構(gòu)成,探究各有關(guān)理論問題的基本內(nèi)容或核心觀點。探討、解析了可持續(xù)發(fā)展教育產(chǎn)生與發(fā)展的動因。提出可持續(xù)發(fā)展教育歷史嬗變的“五階段說”——思想萌芽階段,借殼發(fā)展階段,替代發(fā)展階段,理論體系開始建構(gòu)階段,理論相對共識并付諸實踐階段。分析了可持續(xù)發(fā)展教育價值概念的基本含義,以及可持續(xù)發(fā)展教育價值觀價值教育的基本內(nèi)容。指出了可持續(xù)發(fā)展教育目的確立的影響因素、教育目的的結(jié)構(gòu)與內(nèi)容。通過理論分析與理性思考,認(rèn)為可持續(xù)發(fā)展教育的主要特點是:區(qū)域(國家)性、階段性、多樣性、公平性、持續(xù)性、共同性;建議可持續(xù)發(fā)展教育實踐活動應(yīng)當(dāng)堅持的教育原則是:整合性原則、批判性原則、通俗性與專業(yè)性要相互兼顧原則、理論聯(lián)系實際的原則、自主性與開放性相統(tǒng)一的原則。 中國是一個發(fā)展中的人口大國,面臨著一系列環(huán)境與發(fā)展矛盾,學(xué)校教育的支撐作用十分凸顯。積極開展可持續(xù)發(fā)展教育理論研究,不僅是處于我國可持續(xù)發(fā)展戰(zhàn)略需要,展示我國對世界莊重承諾的嚴(yán)肅態(tài)度,體現(xiàn)出我國對全球可持續(xù)發(fā)展教育共同行動的責(zé)任感與使命感,也是可持續(xù)發(fā)展教育理論與實踐發(fā)展規(guī)律的必然要求。
[Abstract]:The sustainable development, which fully embodies the spiritual essence of the Scientific Outlook on Development, is an important guideline for the economic and social development of China. School education is the key to realize environmental ethics, change values and habits, improve skills and ensure a wide range of public participation in decision-making. Therefore, school education should establish a new concept of education and Redesign is an extremely important concept in the development of contemporary education. It is related to the great breakthrough in the education of sustainable development, which is related to the success of education in twenty-first Century and the destiny of the human being.
The idea of sustainable development has brought unprecedented impact on school education, and it is a challenge. Since the concept of sustainable development was put forward in 1987, the international community has begun to explore how to make education a supporting factor for sustainable development. School education is given a new historical mission and is considered to determine the life of human life. In the context of sustainable development, school education is faced with a series of contradictions. It is necessary to reexamine the redefinition of.2002 in December. The United Nations General Assembly decided to carry out "ten years of education for sustainable development", and decided to carry out education on sustainable development worldwide from 2005 to 2014.
The broad sense of sustainable development education theory can not meet the needs of the practice of school education. It is not only the need to further promote and improve the theory of the broad sense sustainable development education, but also to carry out the sustainable development teaching. The urgent task of cultivating practical activities.
The basic purpose of the educational activities of sustainable development is to make the educated to form the concept of sustainable development, rebuild the ethics and values that conform to the sustainable development, improve the cognitive level of the sustainable development of the educated, the learning ability, and participate in the basic ability of the regional and global sustainable development practice activities. On the one hand, sustainable development education aims to make every educated person a "sustainable person" with the consciousness and ability of sustainable development; on the other hand, through their influence on the thoughts and behavior of the people around them, the sense of crisis and the sense of sustainable development of the whole society are raised, and the sense of responsibility for sustainable development is raised, and the sense of responsibility for the sustainable development is raised. The overall quality of permanent residents in the region will further promote the sustainable development of regional society, economy and ecological environment.
Therefore, it is of great significance to carry out the research on the theory of sustainable development education. First, promote the development of theoretical research in the field of sustainable development education. Research on relevant theoretical problems will help eliminate the differences and misunderstanding of the theory of sustainable development education, and realize the formation and rapid development of the educational theory system of sustainable development. Second, it can improve the scientificalness, applicability and effectiveness of the practice of sustainable development education. The positive role of sustainable development education has been shared, and the educational function of sustainable development has been expanded and enlarged. Due to the lack of theory, the existing practice of sustainable development education shows a certain disorder. With the blindness, it can not even determine whether the existing educational activities of sustainable development are scientific and applicable. The study of sustainable development education theory will help to understand the concept of sustainable development of education, better understand the characteristics of sustainable development education, accurately grasp the law of sustainable development education activities, and identify the current sustainable development. The problems existing in the practice of educational practice take effective measures and take a definite target. Third, it is helpful to international exchange and foreign cooperation. The development of the educational theory of sustainable development affects even the level and level of the global commonality of sustainable development education, which is related to the quality of the sustainable development of educational practice. The rise to educational theory means understanding and grasping the law of sustainable development education. Only by defining the sense of responsibility, sense of mission, values and so on from the theory of the earth, will it be possible to ensure the consistency of the educational activities of the global sustainable development but not to lose its direction. It is possible to improve the pertinence of the education of sustainable development and ensure the high standard and high quality of the educational practice of sustainable development.
The scientific research method is the means to correctly reflect the objective law of the research object. By using the scientific research method to study the education phenomenon, we can draw the scientific conclusion and develop the educational theory. This study mainly adopts the historical method, the literature material method and the theoretical analysis method. The historical facts of the occurrence, development and evolution of sustainable development education; guided by the scientific theory, processing and sorting through the logical mode of analysis and synthesis, induction and deduction. On the basis of the existing theory of sustainable development education, the objective law of sustainable development education is reflected by the level of theoretical thinking. The main contributions and their conclusions are as follows:
First, it puts forward the definition of the concept of sustainable development education and defines the connotation of concept. It defines the concept of the broad sense of sustainable development education and the concept of narrow sense, distinguishes it, strengthens the normalization of the concept of concept, and facilitates theoretical research and academic exchange. The concept of the sustainable development is the sustainable development education of the school, and the sustainable development education is the communication. The knowledge and theory of sustainable development can promote the formation of students' sustainable development ethics and the concept of sustainable development value, improve students' understanding of sustainable development, aim, plan and organize educational activities, which include the following meanings: (1) the composition of sustainable development education Education places are schools, the participants of educational activities are teachers and students; (2) the education of sustainable development is regional, stage and sociality. Its purpose and content are restricted by the strategy of sustainable development and the current situation of regional social and political economy; 3. The ways and methods of sustainable development education are pointed out, that is, in the school Through teacher and student participation in educational activities.
Two, through the different perspectives of sustainable development education theory and practice, through theoretical analysis and systematic thinking, we put forward some new views to the education of sustainable development. (1) the value orientation of sustainable development education is the all-round development of human beings. Through remolding and remolding the natural values of students, we can reunderstand people and people, people and nature. The essential relationship is to improve the basic ability of students' life and survival; the research object of sustainable development education is the educational activities of sustainable development in the field of school education, including the policies, strategies, courses and teaching methods of sustainable development education, and the sustainable development education should be an independent subject; 3. The purpose of the study is to promote the development of educational theory and practice of sustainable development under the background of cultural diversity. Therefore, sustainable development education is not only an applied science, but also a theoretical science. 4. The educational activities of sustainable development are the organic composition of school education activities, and the basic characteristics of the educational activities of school are common. There is a close relationship and a difference. It is the relationship between the part and the whole. The subject curriculum of the sustainable development education should belong to the educational category. 5. The school education is a subsystem of the sustainable development system (the three subsystems of the sustainable development system including the economy, the natural and social development, the education as the subsystem of the social development subsystem). The realization of the goal of sustainable development has been influenced by many factors. Among the factors that affect the sustainable development of school education, the education of sustainable development plays an extremely unique and irreplaceable role.
The three is to trace the history of the development of the educational theory of sustainable development, to clarify the basic theory of the theory of sustainable development education, to explore the basic contents or core views of the relevant theoretical problems, and to explore and analyze the motivation of the production and development of the education of sustainable development. The "five stage theory" of the historical evolution of sustainable development education is put forward. The basic meaning of the concept of the educational value of sustainable development and the basic content of the education value education of sustainable development education are analyzed, and the establishment of the educational aim of sustainable development is pointed out. The main characteristics of sustainable development education are: regional (National), stage, diversity, fairness, sustainability and commonality through theoretical analysis and rational thinking. The educational principles that should be adhered to in the practice of sustainable development education should be the principle of integration, critical principle and general principle. The principle of mutual consideration between popularity and professionalism, the principle of integrating theory with practice, and the principle of unity between autonomy and openness.
China is a developing country with a large population, facing a series of contradictions between environment and development, and the supporting role of school education is very prominent. To actively carry out the study of sustainable development education theory is not only in the need of sustainable development strategy in China, but also the serious attitude of our country to Zhuang Zhongcheng in the world, which embodies the sustainable development of our country to the world. The sense of responsibility and mission of developing joint action in education is also the inevitable requirement of the development law of sustainable development education theory and practice.
【學(xué)位授予單位】:山東師范大學(xué)
【學(xué)位級別】:博士
【學(xué)位授予年份】:2009
【分類號】:G40
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