發(fā)布時(shí)間：2018-07-14 08:24

【摘要】： 人的全面發(fā)展的實(shí)現(xiàn)是一個(gè)“系統(tǒng)工程”,它要靠學(xué)校教育和社會(huì)共同來完成。而人們在理解“人的全面發(fā)展”的概念和實(shí)施“德智體全面發(fā)展”的教育目的時(shí),常常會(huì)走入這樣的誤區(qū):認(rèn)為“德智體全面發(fā)展”的教育目的就是要培養(yǎng)出馬克思、恩格斯所指的“全面發(fā)展”的人,故而一廂情愿地對(duì)學(xué)校教育寄予了培養(yǎng)“全面發(fā)展的人”的高期望。 實(shí)質(zhì)上,學(xué)校教育在人的全面發(fā)展進(jìn)程中所能起到的作用是有限的,這種有限性是由學(xué)校教育的基本規(guī)定性所決定的。學(xué)校教育在多少年的改革和發(fā)展中已經(jīng)形成了一些“基礎(chǔ)”的東西,它們反映著學(xué)校教育的基本規(guī)定性,體現(xiàn)著學(xué)校教育教學(xué)的本質(zhì)和規(guī)律。在學(xué)校教育改革中,這些“基礎(chǔ)”的東西千萬不能丟。當(dāng)然,強(qiáng)調(diào)學(xué)校教育的有限性,并不是說學(xué)校教育對(duì)人的全面發(fā)展“無所作為”。恰恰相反,學(xué)校教育在“人的全面發(fā)展”進(jìn)程中具有不可替代的重要作用。只有認(rèn)清學(xué)校教育的基本規(guī)定性,保證學(xué)校教育本體功能的正常發(fā)揮,這樣學(xué)校教育才能為人的全面發(fā)展的實(shí)現(xiàn)作出更大貢獻(xiàn)。 忽視學(xué)校教育對(duì)人的全面發(fā)展的作用有限性,將直接導(dǎo)致理論上的“學(xué)校教育萬能論”和“學(xué)校教育無能論”,進(jìn)而影響教育改革實(shí)踐的進(jìn)行。歷史上由于忽視學(xué)校教育的有限性,最終使得教育改革失敗或不了了之的情況并不鮮見。由此說明,學(xué)校教育在促進(jìn)“人的全面發(fā)展”作用上,確實(shí)存在著某種限度。如果不承認(rèn)這種有限性,希圖通過不斷改革和完善學(xué)校教育,就完成對(duì)全面發(fā)展的人的培養(yǎng),結(jié)果只能是學(xué)校教育正常活動(dòng)受挫,人的全面發(fā)展無從談起。 認(rèn)識(shí)到學(xué)校教育在人的全面發(fā)展進(jìn)程中所起作用的有限性,而人的全面發(fā)展又是可以實(shí)現(xiàn)的,只要能彌補(bǔ)學(xué)校教育的有限性就可以實(shí)現(xiàn)人的全面發(fā)展。馬克思主義“教勞結(jié)合”原理站在歷史唯物主義立場上考慮人的全面發(fā)展問題,為實(shí)現(xiàn)人的全面發(fā)展提供了科學(xué)的道路。需要強(qiáng)調(diào)的是,“教勞結(jié)合”中的“教”,不僅僅指學(xué)校教育,而是指學(xué)校教育、家庭教育和社會(huì)教育“三教結(jié)合”的教育體系。
[Abstract]:The realization of man's all-round development is a system engineering, which depends on school education and society. When people understand the concept of "all-round development of human beings" and carry out the educational purpose of "comprehensive development of morality, intelligence and body", they often go into such misunderstandings: they think that the educational purpose of "all-round development of morality, intelligence and body" is to cultivate Marx. Engels refers to the "all-round development" of the people, so wishful thinking of school education to cultivate "all-round development of people" high expectations. In essence, the role of school education in the overall development of human beings is limited, which is determined by the basic provisions of school education. The reform and development of school education for many years has formed some "basic" things, which reflect the basic provisions of school education, and reflect the essence and law of school education and teaching. In the reform of school education, these "basic" things must not be left out. Of course, emphasizing the limitation of school education does not mean that school education can do nothing to the all-round development of people. On the contrary, school education plays an irreplaceable role in the process of overall human development. Only by recognizing the basic stipulation of school education and ensuring the normal function of school education can school education make a greater contribution to the realization of the all-round development of human beings. Neglecting the limited function of school education to the all-round development of human being will lead to the theory of "omnipotence of school education" and "theory of incompetence in school education", which will affect the practice of educational reform. Because of neglecting the limitation of school education, it is not uncommon for education reform to fail or end up in history. It shows that school education does exist certain limits in promoting the overall development of human beings. If we do not admit this limitation, we hope that through the continuous reform and improvement of school education, we can complete the cultivation of people with all-round development. As a result, the normal activities of school education can only be frustrated and the all-round development of people can not be discussed. It is recognized that school education plays a limited role in the process of all-round development of human beings, and the all-round development of human beings can be realized. As long as the limitation of school education can be compensated, the all-round development of people can be realized. The principle of "combination of education and labor" of Marxism considers the overall development of human beings from the standpoint of historical materialism, which provides a scientific way to realize the all-round development of human beings. It should be emphasized that the "teaching" in the "combination of teaching and labor" refers not only to school education, but also to the educational system of "three religions" in school education, family education and social education.
【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】：2009
【分類號(hào)】：G40

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

1 張啟睿;邊玉芳;王燁暉;苑春勇;;學(xué)校教育環(huán)境與資源對(duì)青少年學(xué)業(yè)成就的影響[J];教育研究;2012年08期

2 鄒媛;董星星;;人的全面發(fā)展視野下對(duì)基礎(chǔ)教育的思考[J];重慶教育學(xué)院學(xué)報(bào);2011年05期

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本文編號(hào)：2121053