凱洛夫主編《教育學》在我國的引進及其影響
發(fā)布時間：2019-03-02 21:11
【摘要】： 自20世紀50年代,凱洛夫主編《教育學》傳入我國,在我國引起了巨大的反響和影響。作為第一部用馬克思主義的觀點,方法和立場來闡釋教育思想和理論,研究教育問題和現(xiàn)實的著作,由于符合我國當時的社會制度和現(xiàn)實,被我國的教育學者廣為的接受和學習。今天我們重新回顧凱洛夫主編《教育學》在我國引進和傳播的歷史過程,研究它引進過程中的特點,對于我們今天探索建設具有我國特色的教育學理論具有重要的理論和現(xiàn)實意義。 研究的意義主要有二:其一、通過查閱資料發(fā)現(xiàn)國內(nèi)對凱洛夫教育的研究主要集中在凱洛夫教育思想、教育理論、教學方法的介紹和凱洛夫教育學本土化的問題以及在實踐中的應用幾個方面,而對凱洛夫教育學在我國的引進歷程以及產(chǎn)生的影響的研究甚少。這樣的研究對于我們更好的借鑒凱洛夫的教育思想,促進本國教育學的健康發(fā)展是非常必要的。其二、希望本課題的研究能為更多致力于凱洛夫教育學研究的人發(fā)掘更豐富的研究資料。 全文共有五部分組成: 第一部分主要是對凱洛夫主編《教育學》在我國的引進及其影響進行回顧,提出總共分為四個階段:第一階段,1948年——1956年為引進和學習階段;第二階段,1956年——1966年為質疑和批判階段;第三階段,1966年——1976年為全面否定階段;第四階段,1976年——至今為重新評價階段。 第二部分主要是對凱洛夫主編《教育學》在我國的引進特點進行了歸納,主要表現(xiàn)為:引進以權威報刊雜志的引薦為主要載體;引進以直接輸入為主;引進的過程和當時的政治、經(jīng)濟、文化活動息息相關;引進的及時、全面。 第三部分主要考察和歸納了凱洛夫主編《教育學》在我國引進的對我國教育學發(fā)展產(chǎn)生的積極影響,主要表現(xiàn)為:引進奠定了馬列主義、毛澤東思想在我國教育學發(fā)展中的指導地位;引進奠定了我國教育學基本的框架;引進促進了我國教育學體系科學化的探索與構建。 第四部分主要對凱洛夫主編《教育學》在我國引進的消極影響進行了反思,指出引進導致了對蘇聯(lián)教育學的過于依附,影響了我國教育學的發(fā)展。 第五部分主要是分析和總結了凱洛夫主編《教育學》在我國的引進的歷史啟示,指出我們要發(fā)展具有我國特色的教育學,要結合自身的特點,批判地對道引進;強化主體意識,客觀地對待引進,強化原創(chuàng)研究,科學地對待引進。
[Abstract]:Since 1950's, Kelov's editor-in-chief pedagogy has been introduced into our country, which has caused great reverberation and influence in our country. As the first book to interpret educational thoughts and theories and study educational problems and realities with Marxist views, methods and positions, it is in line with the social system and reality of our country at that time. It has been widely accepted and studied by educational scholars in our country. Today, we review the historical process of the introduction and dissemination of pedagogy, edited by Kelov, and study its characteristics in the process of its introduction. It is of great theoretical and practical significance for us to explore and construct pedagogical theories with Chinese characteristics today. There are two main meanings of the study: first, through consulting the data, it is found that the domestic research on Kelov's education is mainly focused on Kelov's educational thought and educational theory. The introduction of teaching methods and the localization of Kelov pedagogy as well as its application in practice are few studies on the introduction and influence of Kelov pedagogy in our country. This kind of research is very necessary for us to draw lessons from Kelov's educational thought and promote the healthy development of pedagogy in our country. Secondly, it is hoped that the study of this topic can find more research data for more people devoted to Kelov's pedagogy. This paper consists of five parts: the first part is to review the introduction and influence of Kelov's editor-in-chief Pedagogy in China, and put forward a total of four stages: the first stage, 1948-1956 was the stage of introduction and learning; The second stage, 1956-1966 is the stage of challenge and criticism; the third stage, 1966-1976 is the stage of total negation; the fourth stage, 1976-is the stage of re-evaluation. In the second part, the author summarizes the characteristics of the introduction of pedagogy edited by Kelov in our country, mainly as follows: introduction of authoritative newspapers and magazines as the main carrier, introduction of direct input as the main carrier, introduction of education as the main carrier, direct input as the main carrier and direct input as the main carrier. The process of introduction is closely related to the political, economic and cultural activities at that time; the introduction is timely and comprehensive. The third part mainly investigates and summarizes the positive influence of the introduction of pedagogy edited by Kelov on the development of pedagogy in our country, mainly as follows: the introduction of pedagogy laid down Marxism-Leninism; The guiding position of Mao Zedong thought in the development of pedagogy in China; Introduction establishes the basic framework of pedagogy in China and promotes the scientific exploration and construction of pedagogy system in China. The fourth part mainly reviews the negative influence of the introduction of pedagogy by Kelov editor-in-chief in our country, and points out that the introduction of pedagogy leads to the excessive dependence on the pedagogy of the Soviet Union and affects the development of pedagogy in our country. The fifth part mainly analyzes and summarizes the historical enlightenment of the introduction of pedagogy by Kelov editor-in-chief in our country, and points out that we should develop pedagogy with our own characteristics and introduce Tao critically according to our own characteristics. Strengthen the subject consciousness, objectively treat the introduction, strengthen the original research, scientific treatment of the introduction.
【學位授予單位】：山西大學
【學位級別】：碩士
【學位授予年份】：2009
【分類號】：G521
本文編號：2433481
[Abstract]:Since 1950's, Kelov's editor-in-chief pedagogy has been introduced into our country, which has caused great reverberation and influence in our country. As the first book to interpret educational thoughts and theories and study educational problems and realities with Marxist views, methods and positions, it is in line with the social system and reality of our country at that time. It has been widely accepted and studied by educational scholars in our country. Today, we review the historical process of the introduction and dissemination of pedagogy, edited by Kelov, and study its characteristics in the process of its introduction. It is of great theoretical and practical significance for us to explore and construct pedagogical theories with Chinese characteristics today. There are two main meanings of the study: first, through consulting the data, it is found that the domestic research on Kelov's education is mainly focused on Kelov's educational thought and educational theory. The introduction of teaching methods and the localization of Kelov pedagogy as well as its application in practice are few studies on the introduction and influence of Kelov pedagogy in our country. This kind of research is very necessary for us to draw lessons from Kelov's educational thought and promote the healthy development of pedagogy in our country. Secondly, it is hoped that the study of this topic can find more research data for more people devoted to Kelov's pedagogy. This paper consists of five parts: the first part is to review the introduction and influence of Kelov's editor-in-chief Pedagogy in China, and put forward a total of four stages: the first stage, 1948-1956 was the stage of introduction and learning; The second stage, 1956-1966 is the stage of challenge and criticism; the third stage, 1966-1976 is the stage of total negation; the fourth stage, 1976-is the stage of re-evaluation. In the second part, the author summarizes the characteristics of the introduction of pedagogy edited by Kelov in our country, mainly as follows: introduction of authoritative newspapers and magazines as the main carrier, introduction of direct input as the main carrier, introduction of education as the main carrier, direct input as the main carrier and direct input as the main carrier. The process of introduction is closely related to the political, economic and cultural activities at that time; the introduction is timely and comprehensive. The third part mainly investigates and summarizes the positive influence of the introduction of pedagogy edited by Kelov on the development of pedagogy in our country, mainly as follows: the introduction of pedagogy laid down Marxism-Leninism; The guiding position of Mao Zedong thought in the development of pedagogy in China; Introduction establishes the basic framework of pedagogy in China and promotes the scientific exploration and construction of pedagogy system in China. The fourth part mainly reviews the negative influence of the introduction of pedagogy by Kelov editor-in-chief in our country, and points out that the introduction of pedagogy leads to the excessive dependence on the pedagogy of the Soviet Union and affects the development of pedagogy in our country. The fifth part mainly analyzes and summarizes the historical enlightenment of the introduction of pedagogy by Kelov editor-in-chief in our country, and points out that we should develop pedagogy with our own characteristics and introduce Tao critically according to our own characteristics. Strengthen the subject consciousness, objectively treat the introduction, strengthen the original research, scientific treatment of the introduction.
【學位授予單位】：山西大學
【學位級別】：碩士
【學位授予年份】：2009
【分類號】：G521
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，本文編號：2433481
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