本文選題：英國學(xué)校 + 價(jià)值教育�。� 參考：《武漢大學(xué)》2010年博士論文

【摘要】： 在當(dāng)代西方,價(jià)值教育是一種影響廣泛的教育理念和實(shí)踐形式。價(jià)值教育思潮自20世紀(jì)80年代以來席卷全球。在多元化的社會(huì)背景下,英、美等西方發(fā)達(dá)國家,率先在公立學(xué)校實(shí)施有意識(shí)、有目的、有計(jì)劃的價(jià)值教育。其中,英國公立中小學(xué)的價(jià)值教育頗具代表性和研究價(jià)值,其在理論和實(shí)踐發(fā)展中,積累了豐富的成果和經(jīng)驗(yàn),對(duì)中國學(xué)校價(jià)值教育的改革與發(fā)展具有重要啟示。英國學(xué)校的價(jià)值教育,與西方價(jià)值論的繁榮、發(fā)展密切相關(guān),甚至可以說,價(jià)值教育就是價(jià)值論為解決價(jià)值基礎(chǔ)危機(jī)、反撥科學(xué)主義傾向、應(yīng)對(duì)功利主義教育觀、倡導(dǎo)人生意義和價(jià)值追求的一種實(shí)踐嘗試。 本文以辯證唯物主義和歷史唯物主義為指導(dǎo),綜合運(yùn)用文獻(xiàn)調(diào)查、歷史歸納、比較分析及跨學(xué)科研究等方法,力求歷史與邏輯相統(tǒng)一、宏觀與微觀相結(jié)合；堅(jiān)持客觀求實(shí)、合理借鑒的原則,對(duì)英國學(xué)校價(jià)值教育的社會(huì)背景、理論基礎(chǔ)、歷史進(jìn)程和實(shí)施現(xiàn)狀進(jìn)行完整、深入的探討,聯(lián)系英國獨(dú)特的文化傳統(tǒng)、社會(huì)制度及民族心理,揭示英國學(xué)校價(jià)值教育的特征與趨勢(shì),剖析其合理性與局限性,以便為我國學(xué)校價(jià)值教育的發(fā)展提供參照和借鑒。 英國學(xué)校的價(jià)值教育,形成于特定的歷史文化傳統(tǒng)和現(xiàn)實(shí)社會(huì)背景,受到經(jīng)濟(jì)、政治、文化和時(shí)代因素的影響。文章首先論述了英國學(xué)校價(jià)值教育的經(jīng)濟(jì)背景,揭示市場經(jīng)濟(jì)在價(jià)值導(dǎo)向上對(duì)價(jià)值教育的現(xiàn)實(shí)要求；其次,考察英國學(xué)校價(jià)值教育的政治背景,闡明多元民主制度、兩黨路線政策在學(xué)校價(jià)值教育發(fā)展中的關(guān)鍵作用；最后,剖析英國學(xué)校價(jià)值教育的文化背景,透視自由主義、保守主義、多元文化對(duì)價(jià)值教育的重要影響。 英國學(xué)校的價(jià)值教育,建立在特定的哲學(xué)依據(jù)和理論基礎(chǔ)之上。文章首先從人的存在出發(fā),闡釋價(jià)值和教育的邏輯關(guān)系,以及人的價(jià)值本性和教化本性,從而確證價(jià)值教育的人性論依據(jù)；并著重考察價(jià)值教育的價(jià)值論背景,透視英國教育價(jià)值觀對(duì)價(jià)值教育的重要影響；其次,探討英國學(xué)校價(jià)值教育的理論基礎(chǔ),剖析人本主義、后現(xiàn)代主義和價(jià)值多元論有關(guān)價(jià)值教育的主要觀點(diǎn),揭示其對(duì)英國學(xué)校價(jià)值教育的指導(dǎo)作用。 英國學(xué)校的價(jià)值教育,主要經(jīng)歷了宗教化、世俗化改革和國家化三個(gè)發(fā)展階段。19世紀(jì)末之前,英國學(xué)校的價(jià)值教育處于宗教化階段,以早期宗教教育和古典紳士教育為主要形式；《1870年初等教育法》的頒布,標(biāo)志著英國政府正式干預(yù)公共教育事業(yè),學(xué)校價(jià)值教育逐步擺脫基督教會(huì)的控制,走向世俗化改革；20世紀(jì)末,《新國家課程》將專門的價(jià)值教育課程納入國家課程體系,英國學(xué)校的價(jià)值教育從此步入國家化階段。 英國學(xué)校的價(jià)值教育,受到國家性質(zhì)、社會(huì)制度、文化傳統(tǒng)和時(shí)代因素的共同影響,主要從宏觀、中觀、微觀三個(gè)層面和認(rèn)知、情意、技能三個(gè)維度確立其目標(biāo),依次表現(xiàn)為國家教育目標(biāo)、學(xué)校培養(yǎng)目標(biāo)和課程教學(xué)目標(biāo)：英國學(xué)校的價(jià)值教育主要依據(jù)價(jià)值類型的劃分來構(gòu)建其內(nèi)容,涵蓋了道德價(jià)值、政治價(jià)值、宗教價(jià)值、科學(xué)價(jià)值、審美價(jià)值、環(huán)境價(jià)值、健康價(jià)值及經(jīng)濟(jì)價(jià)值等,并將其全面融入各門學(xué)科的具體教育內(nèi)容中。 英國學(xué)校的價(jià)值教育,主要通過顯性的正式課程教學(xué)和隱性的學(xué)校生活滲透實(shí)施,不僅利用公民課,個(gè)人、社會(huì)與健康教育課,宗教課,以及其它國家課程進(jìn)行直接的價(jià)值傳遞；還充分借助課外活動(dòng)、精神關(guān)懷、學(xué)校風(fēng)氣、教師榜樣示范、心理咨詢及生涯指導(dǎo)等隱性課程施以間接的價(jià)值滲透。英國學(xué)校價(jià)值教育的方法,在方法論意義上,主要分為描述性方法和指導(dǎo)性方法；從實(shí)踐角度考察,則包括直接指導(dǎo)、問題討論、集體禮拜、圓周時(shí)間及角色扮演等具體方法。 英國學(xué)校的價(jià)值教育,深受世俗化、民主化、現(xiàn)代化及全球化的影響,在總體上表現(xiàn)出宗教性、多樣性、融合性及漸進(jìn)性特征；并隨著教育理論研究的深化、學(xué)校課程改革的推進(jìn)、教育民主思想的傳播及網(wǎng)絡(luò)教學(xué)技術(shù)的運(yùn)用,呈現(xiàn)出綜合化、統(tǒng)一化、民主化及網(wǎng)絡(luò)化的發(fā)展趨勢(shì)。 英國學(xué)校的價(jià)值教育,在本國文化傳統(tǒng)、社會(huì)現(xiàn)實(shí)條件和西方主流思潮的影響下,既表現(xiàn)出一定的合理性,又存在種種局限。人本主義、經(jīng)驗(yàn)主義、隱性課程和后現(xiàn)代主義大都對(duì)英國學(xué)校的價(jià)值教育產(chǎn)生了正面作用,使之表現(xiàn)出主體性、實(shí)踐性、滲透性和開放性；而科學(xué)主義、相對(duì)主義、放任主義和功利主義,則對(duì)英國學(xué)校的價(jià)值教育造成了負(fù)面影響,使其在地位、基礎(chǔ)、體系和效果上面臨挑戰(zhàn)。我國學(xué)校的價(jià)值教育,應(yīng)合理借鑒英國學(xué)校價(jià)值教育的優(yōu)秀經(jīng)驗(yàn),在教育內(nèi)容上,兼顧一元主導(dǎo)與多樣并存；在教育原則上,統(tǒng)一個(gè)體取向與社會(huì)取向；在教育理念上,協(xié)調(diào)價(jià)值理性與工具理性；在教育方法上,融合價(jià)值引導(dǎo)與價(jià)值商談。 在“功能”、“效用”日益成為人們首要追求的背景下,我國學(xué)校的價(jià)值教育陷入了“不合時(shí)宜”的尷尬境地；價(jià)值教育活動(dòng)本身一定程度的空洞說教和強(qiáng)制灌輸也使其效果因受教育者的“虛假”順服而不斷弱化。因此,從哲學(xué)生存論和人學(xué)目的論的角度來重新審視、闡明價(jià)值和教育的關(guān)系,將價(jià)值教育統(tǒng)攝于人的存在和現(xiàn)實(shí)境遇中,合理認(rèn)識(shí)人的價(jià)值本性及價(jià)值教育的本質(zhì),無疑是我們正確把握價(jià)值教育內(nèi)在規(guī)定的基礎(chǔ)和前提,有利于促進(jìn)我國學(xué)校價(jià)值教育的理論建構(gòu)和實(shí)踐發(fā)展。
[Abstract]:In the contemporary west, value education is a kind of educational concept and practical form which has extensive influence. Value education has swept over the world since 1980s. In the diversified social background, the western developed countries such as Britain and the United States took the lead in carrying out conscious, purposeful and Planned Value Education in public schools. Among them, British public primary and secondary schools The value education is very representative and research value. In the development of theory and practice, it has accumulated rich achievements and experiences. It has important enlightenment to the reform and development of Chinese school value education. The value education in British schools is closely related to the prosperity and development of Western values, and even to the point of view, value education is the solution of value theory. It is a practical attempt to counter the scientism tendency, respond to utilitarianism education concept, and advocate the meaning and value pursuit of life.
With the guidance of dialectical materialism and historical materialism, this paper makes a comprehensive use of literature survey, historical induction, comparative analysis and interdisciplinary research, and strives to unify history and logic, combine macro and micro, and adhere to the principle of objective and realistic and reasonable reference, and the social background, theoretical foundation and history of the value education of British schools. The process and the implementation of the present situation are fully and thoroughly discussed, connecting with the unique British cultural tradition, the social system and the national psychology, revealing the characteristics and trends of the British school value education, analyzing its rationality and limitations, so as to provide reference and reference for the development of the school value education in China.
The value education of British schools is formed in a specific historical and cultural tradition and realistic social background, influenced by economic, political, cultural and time factors. The article first expounds the economic background of the value education in British schools, reveals the realistic requirements of the value oriented education in the value orientation of the market economy, and then examines the value of the British school. The political background of education, clarifies the key role of the multi democratic system and the two party line policy in the development of school value education. Finally, it analyzes the cultural background of the value education in British schools, and examines the important influence of liberalism, conservatism and multiculturalism on the education of value.
The value education in British schools is based on a specific philosophical basis and theoretical basis. The article first sets out from the existence of human beings, explains the logical relationship between value and education, as well as the nature of human value and the nature of enlightenment, and confirms the basis of human nature in value education, and focuses on the value theory background of value education and the perspective of English teaching. The value education has an important influence on the value education. Secondly, it discusses the theoretical basis of the value education in British schools, analyzes the main views of humanism, postmodernism and value pluralism on value education, and reveals its guiding role in the value education of British schools.
The value education of British schools mainly experienced the three stages of religion, secularization and nationalization. Before the end of the.19 century, the value education of British schools was in the stage of religion, with early religious education and classical gentleman education as the main form; the promulgation of the elementary education law in <1870 marked the formal intervention of the public by the British government. Education, the school value education gradually get rid of the control of the Christian Church and go to the secularization reform. At the end of the twentieth Century, the new national curriculum included the special value education curriculum into the national curriculum system, and the value education of the British schools entered the national stage from then.
The value education of British schools is influenced by the national nature, social system, cultural tradition and time factors. It mainly sets its goals from three dimensions, macro, medium and micro, and three dimensions of cognition, sentiment and skill, which are shown in turn as national education goal, school training goal and course teaching goal: the value education of British schools. It is mainly based on the division of value types to construct its content, including moral value, political value, religious value, scientific value, aesthetic value, environmental value, health value and economic value, and integrate it into the specific educational content of various subjects.
The value education in British schools, mainly through explicit formal curriculum teaching and hidden school life, not only uses civic, personal, social and health education courses, religious courses, and other national courses to carry out direct value transfer, but also with the help of extracurricular activities, spiritual care, school atmosphere, teacher model demonstration, Recessive courses, such as physical counseling and career guidance, are percolated indirectly. The methods of value education in British schools are mainly divided into descriptive and guiding methods in the sense of methodology. From a practical point of view, the methods include direct guidance, problem discussion, collective worship, circle time and role playing.
The value education of British schools is deeply influenced by secularization, democratization, modernization and globalization, showing the characteristics of religion, diversity, integration and gradualism in general. With the deepening of the study of educational theory, the promotion of the reform of school curriculum, the spread of educational democracy and the application of network teaching technology, it is integrated, The development trend of unification, democratization and networking.
The value education in British schools, under the influence of its own cultural tradition, social reality and western mainstream thought, has shown a certain rationality and limitations. The humanistic, empiricism, recessive curriculum and postmodernism have a positive effect on the value education of British schools, making them manifest the subjectivity, Practice, permeability and openness, while scientism, relativism, laissez faire and utilitarianism have a negative impact on the value education of British schools, and they face challenges in their status, foundation, system and effect. In the educational principle, the unity of individual orientation and social orientation, the coordination of value rationality and instrumental rationality in the educational concept, and the integration of value guidance and value discussion in educational methods.
In the background of "function" and "utility" increasingly becoming the primary pursuit of people, the value education of Chinese schools has fallen into the awkward situation of "inopportune"; a certain degree of empty sermon and compulsory instillation in value education itself has also weakened its effect because of the "false" obedience of the educator. To re examine the relationship between value and education, to bring value education to the existence and reality of human beings, to understand the nature of value and the essence of value education, is undoubtedly the basis and premise for us to correctly grasp the intrinsic regulations of value education, and to promote the education of value education in our schools. The construction of theory and the development of practice.

【學(xué)位授予單位】：武漢大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2010
【分類號(hào)】：G556.1

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 張玉龍;疾病的價(jià)值研究[D];山東大學(xué);2012年

相關(guān)碩士學(xué)位論文 前3條

1 孫井恒;高校輔導(dǎo)員實(shí)施價(jià)值觀教育研究[D];河北師范大學(xué);2011年

2 王詩煒;轉(zhuǎn)型期我國大學(xué)踐行社會(huì)公共價(jià)值教育的意義及路徑安排[D];復(fù)旦大學(xué);2012年

3 祁世杰;小學(xué)生道德品質(zhì)發(fā)展的測(cè)評(píng)研究[D];青海師范大學(xué);2012年

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本文編號(hào)：1858037