本文選題：比較教育 + 價值��； 參考：《西南大學(xué)》2010年博士論文

【摘要】： 教育比較活動的歷史源遠流長,而作為學(xué)術(shù)制度化的比較教育學(xué)是以朱利安的《比較教育的研究計劃與初步意見》的誕生為標(biāo)志的。比較教育的產(chǎn)生一方面源于強烈的社會需求,另一方面也是教育科學(xué)學(xué)術(shù)邏輯發(fā)展的必然結(jié)果。比較教育學(xué)產(chǎn)生以后,它在幫助民族國家建立近現(xiàn)代教育制度、促進各國教育的改革與發(fā)展,進而促進各國政治、經(jīng)濟、科技和文化等方面的發(fā)展上發(fā)揮了巨大而獨特的作用。在當(dāng)代,比較教育的價值和功能越來越呈現(xiàn)出多元化和多樣化的時代特點。尤其是在全球化和教育在經(jīng)濟社會發(fā)展中的全局性、先導(dǎo)性和奠基性作用普遍被認(rèn)同的時代背景下,比較教育研究的重要性和必要性進一步凸現(xiàn)了出來。 在比較教育發(fā)展的過程中,出現(xiàn)了一種十分尷尬的現(xiàn)象：一方面,比較教育研究無疑是有價值的；另一方面,比較教育的獨立學(xué)科身份卻一直受到廣泛的質(zhì)疑,比較教育又面臨著身份和生存的危機。從總體上看,這種危機主要源于兩個方面的原因：一是比較教育學(xué)科體系建設(shè)的薄弱性(比較教育與成熟學(xué)科的距離尚遠)；另一方面則是比較教育的學(xué)科功能在被其他學(xué)科所分解和替代�；谶@種認(rèn)識,解決比較教育身份和生存危機的思路和途徑主要就在于兩個方面：一是加強和完善比較教育自身的學(xué)科建設(shè);另一方面就是進一步探詢比較教育的獨特學(xué)科價值和作用,并從比較教育研究的有用性和作用的不可替代性來為比較教育獨立學(xué)科身份尋找依據(jù)和辯護。 從比較教育的學(xué)科建設(shè)來看,當(dāng)前越來越多的人傾向于認(rèn)為比較教育的學(xué)科體系是由比較教育的本體論、比較教育的認(rèn)識論、比較教育的方法論和比較教育的價值論等構(gòu)成。如此,價值論成為了比較教育學(xué)科體系的一個有機組成部分和重要范疇。加強比較教育的學(xué)科建設(shè)自然也就離不開研究比較教育的價值問題了。而從比較教育研究的有用性來看,與這個問題直接相關(guān)的還是比較教育研究的價值。從這個意義上講,探詢比較教育研究的有用性也規(guī)避不了比較教育的價值問題。這樣,研究比較教育的價值問題就顯得十分重要了,它成為擺脫比較教育身份和生存危機的一個重要切入點。但令人遺憾的是,當(dāng)回顧比較教育發(fā)展的歷史時,我們義驚奇地發(fā)現(xiàn),比較教育價值問題的研究卻是如此之薄弱。主要表現(xiàn)在歷史上一些有影響的比較教育學(xué)家關(guān)于比較教育價值問題的研究十分貧乏,并且有關(guān)比較教育價值問題研究的專著和論文也微乎其微。比較教育價值論無疑又是比較教育學(xué)科體系中的一個薄弱環(huán)節(jié),研究該問題的現(xiàn)實針對性由此也呈現(xiàn)了出來。所有這些就構(gòu)成了我們研究比較教育價值問題的初衷和主要理由。 從學(xué)術(shù)發(fā)展的邏輯來看,研究比較教育價值的學(xué)術(shù)原點在于對價值和教育價值等概念的分析上,這是基于教育學(xué)是比較教育學(xué)的母體學(xué)科,比較教育學(xué)是教育科學(xué)發(fā)展必然結(jié)果和產(chǎn)物的認(rèn)識。教育價值是一般意義的價值的具體化和特殊表現(xiàn)形式,而比較教育價值又是教育價值的具體化和特殊表現(xiàn)形式。從價值到教育價值再到比較教育價值的分析順序應(yīng)該是符合學(xué)術(shù)邏輯的。盡管當(dāng)前在學(xué)術(shù)上對價值概念的認(rèn)識尚有分歧,對價值概念的界定也不盡相同,但更多的人開始把價值認(rèn)識作為反映客體屬性與主體需要之間關(guān)系的一個范疇,并認(rèn)為它是與事實認(rèn)識相對應(yīng)的一個概念和范疇。而教育價值則被認(rèn)為是指“作為客體的教育現(xiàn)象的屬性與作為社會實踐主體的人的需要之間的一種特定的關(guān)系,對這種關(guān)系的不同認(rèn)識和評價就構(gòu)成了人們的教育價值觀�！痹谡J(rèn)識價值和教育價值概念的基礎(chǔ)上,我們嘗試性地給比較教育價值的概念作了界定：比較教育價值是指反映比較教育自身的屬性、性質(zhì)、特點、功能和功效等與一定主體(包括社會、群體和個體)的需要之間關(guān)系(滿足還是不滿足、適應(yīng)還是不適應(yīng)、促進還是阻礙、一致還是不一致等)的一個范疇。與比較教育價值相聯(lián)系的概念就是比較教育價值取向(比較教育價值取向就是比較教育研究的主體基于對比較教育價值的判斷和自身的需要而對比較教育價值進行選擇時所表現(xiàn)出來的一種態(tài)度、意向和傾向性等,它的實質(zhì)是基于一定主體對比較教育研究的具體需要而對比較教育現(xiàn)實多維價值的一種選擇和取舍。)和比較教育價值論(比較教育價值論是指一定主體對比較教育價值的總體認(rèn)識和看法,即一定主體對比較教育價值的認(rèn)識、理解、態(tài)度、判斷和評價等的總稱。)等等。同時,針對在比較教育的實際研究中,比較教育價值的概念往往是與比較教育目的、功能、意義和作用等諸多概念混雜在一起的狀況,就很有必要作好這幾個相關(guān)概念的辨析工作,主要是找出比較教育價值與這幾個概念的區(qū)別和聯(lián)系,以此提高比較教育價值概念的分化和獨立的程度,這無疑也是提高比較教育價值問題研究科學(xué)性的一個必然要求。 盡管比較教育價值的研究涉及到的問題是復(fù)雜多樣的,但首先要解決的還是一個“為什么”的問題,即為什么要研究比較教育價值,研究比較教育價值到底具有哪些意義和作用。在本文,我們主要分析了研究比較教育價值問題的理論意義、實踐意義和現(xiàn)實針對性等,這三個方面也構(gòu)成了我們研究比較教育價值問題的意義結(jié)構(gòu),它可謂是我們研究該問題的原因和內(nèi)在依據(jù)。 歷史的繼承性是任何一門學(xué)科發(fā)展的共同規(guī)律和特點。每門學(xué)科的發(fā)展都具有歷史性、階段性和繼承性等,任何一門學(xué)科都不可能是突然從天上掉下來的和從地下冒出來的,而一門學(xué)科每一階段的成果既是前一階段發(fā)展的結(jié)果,又是后一階段發(fā)展的起點和基礎(chǔ)。學(xué)科的發(fā)展就是一個階段接一個階段,螺旋式上升,永無止境的。也正是基于這樣的認(rèn)識,今天我們研究比較教育價值就不能割斷歷史,就應(yīng)該把它放在歷史的長河中進行考察。因此,在比較教育發(fā)展史上一些著名學(xué)者關(guān)于比較教育價值的思想和觀點一方面為我們研究該問題提供了寶貴的文獻資料和歷史基礎(chǔ)：另一方面.也為我們的研究提供了切入點。因此,歷史上的比較教育價值的思想和觀點就不能不成為本文的一個重要內(nèi)容和部分。 如前所述,在當(dāng)代,比較教育研究越來越顯現(xiàn)出多元化和多樣化的價值取向,比較教育研究價值的豐富性和復(fù)雜性就要求我們對比較教育研究的價值進行分類。這一方面固然是為了更好地認(rèn)識比較教育研究的價值；另一方面也是為了更好地實現(xiàn)比較教育研究的價值,即更好地發(fā)揮比較教育在促進民族國家發(fā)展、促進教育改革以及促進國家之間相互交流、合作與理解等方面的功效。因此,比較教育價值的分類就應(yīng)該成為本文研究的另一個重要內(nèi)容和部分。 在比較教育價值問題上,我們不能為研究而研究,我們研究比較教育的價值問題并不是最終的目的,研究比較教育價值更在于充分發(fā)揮和實現(xiàn)比較教育的“應(yīng)然價值”。因此,探討影響比較教育價值實現(xiàn)的內(nèi)外條件和因素,促進比較教育價值的實現(xiàn)就必然成為本文研究的最終目的和歸宿。如此,比較教育研究價值的實現(xiàn)自然就成為了本文研究的另一個重點和內(nèi)容。
[Abstract]:The history of educational comparative activities has a long history, and the comparative education of academic institutionalization is marked by the birth of Julian's comparative education research plan and preliminary opinion. The production of comparative education originated from the strong social needs, on the other hand, the inevitable result of the development of academic logic in educational science. After the birth of education, it helps national countries to establish modern educational system, promote the reform and development of education in all countries, and then promote the development of political, economic, scientific and cultural and other aspects of various countries. In the contemporary era, the value and function of comparative education are becoming more and more diversified and diversified. In particular, the importance and necessity of comparative education research has been further highlighted, especially in the context of globalization and education in the context of economic and social development, and the universality of the leading and foundational roles in the era.
In the process of the development of comparative education, there is a very embarrassing phenomenon: on the one hand, the comparative education research is undoubtedly valuable; on the other hand, the independent subject identity of comparative education has been widely questioned, and the comparative education is faced with the danger of identity and survival. In general, this crisis is mainly derived from two. The reasons are as follows: one is the weakness of the construction of comparative education system (the distance between comparative education and mature discipline); on the other hand, the subject function of comparative education is decomposed and replaced by other subjects. Based on this understanding, the ideas and ways to solve the status of comparative education and the crisis of survival are mainly in two aspects. One is to strengthen and improve the discipline construction of comparative education itself; on the other hand, it is to further inquire about the unique subject value and function of comparative education, and to find the basis and defense for the independent discipline of comparative education from the usefulness and the irreplaceable role of comparative education research.
From the perspective of the discipline construction of comparative education, more and more people tend to think that the subject system of comparative education is composed of the ontology of comparative education, the epistemology of comparative education, the methodology of comparative education and the value theory of comparative education. So, the theory of value has become an organic part of the discipline system of comparative education and the theory of value. In an important category, strengthening the discipline construction of comparative education can not be separated from the value of comparative education. From the usefulness of comparative education research, it is directly related to this problem or the value of comparative education research. In this sense, the usefulness of comparative education research can not avoid comparative education. In this way, it is very important to study the value of comparative education. It becomes an important entry point to get rid of the identity of comparative education and the crisis of survival. But it is regrettable that when we look back on the history of the development of comparative education, we are surprised to find that the research on the value of comparative education is so weak. The research on the value of comparative education is very poor in the history of comparative educationists, and the monographs and papers on the value of comparative education are very small. The theory of comparative education is undoubtedly a weak link in the discipline system of comparative education and studies the practical pertinence of this problem. All of these constitute our original intention and main reason for studying the value of comparative education.
From the logic of academic development, the academic origin of the comparative education value lies in the analysis of the concepts of value and educational value, which is based on the mother subject of comparative education. Comparative education is the inevitable result of the development of educational science and the understanding of the product. The value of comparative education is the concrete and special form of the value of education. The order of analysis from value to educational value to comparative education should be in accordance with the academic logic. Although there are still differences in the understanding of the concept of value at present, the definition of value concept is not the same, but more people are concerned. At first, value cognition is regarded as a category reflecting the relationship between the object property and the needs of the subject, and it is considered as a concept and category corresponding to the fact, and the educational value is considered as a specific relationship between the attribute of the educational phenomenon as the object and the needs of the person who is the subject of the social practice. On the basis of the concept of value and value of education, we try to define the concept of the value of comparative education on the basis of the concept of value and value of Education: the value of comparative education refers to the attributes, nature, features, functions and functions of comparative education. The relationship between the needs of the society, the group and the individual is a category of the relationship between satisfaction or dissatisfaction, adaptation or disagreement, promotion or obstruction, agreement or disagreement. The concept of the value of comparative education is the value orientation of Comparative Education (comparative education value orientation is based on the comparison of comparative education research. " A kind of attitude, intention and tendency expressed in the choice of the value of comparative education by the judgment of educational value and its own needs. It is based on a choice and choice of the multidimensional value of comparative education reality based on the specific needs of a certain subject for comparative education research.) and comparative education of value (Comparative Education) The theory of value refers to the general understanding and view of a certain subject to the value of comparative education, that is, the general name of a certain subject to the value of comparative education, understanding, attitude, judgment and evaluation, etc., and so on. At the same time, the concept of comparative education value is often the purpose, function, significance and function of comparative education in the practical study of comparative education. As many concepts are mixed together, it is necessary to make a distinction and analysis of these concepts, mainly to find out the difference and connection between the values of comparative education and these concepts, so as to improve the degree of differentiation and independence of the concept of comparative education value, which is undoubtedly a scientific study of the question of the value of comparative education. It must be required.
Although the research on the value of comparative education is complex and diverse, the first thing to solve is the question of "why", that is, why we should study the value of comparative education and the significance and function of the value of comparative education. In this article, we have to analyze the theoretical meaning of the study of the value of comparative education. The three aspects of meaning, practical meaning and realistic pertinence constitute the meaning structure of our study of the value of comparative education, which is the reason and internal basis for our study of the problem.
The inheritance of history is the common law and characteristic of the development of any subject. The development of each subject is historical, phased and inheriting. Any subject can not suddenly fall out of the sky and emerge from the ground, and the results of each stage of a subject are both the result of the development of the previous stage and the latter. The development of the first stage is the starting point and foundation. The development of the subject is one stage after another, the spiral is rising and never ended. It is based on this understanding that today we can not cut the history by comparing the value of education and put it in the long history of history. Therefore, some of the history of comparative education is in the history of comparative education. On the one hand, the ideas and views of the famous scholars on the value of comparative education provide valuable literature and historical basis for us to study the problem. On the other hand, it also provides a breakthrough point for our research. Therefore, the thought and view of comparative educational value in history can not be an important part and part of this article.
As mentioned earlier, in the contemporary era, the research of comparative education is becoming more and more diversified and diversified. The value of comparative education research requires us to classify the value of comparative education research. This is a better understanding of the value of educational research; on the other hand, it is also for the sake of the value of educational research. To better realize the value of comparative education research, that is to give full play to the effectiveness of comparative education in promoting national development, promoting education reform and promoting mutual exchange, cooperation and understanding among countries. Therefore, the classification of comparative educational value should be another important part and part of this study.
We can not study the value of comparative education. We study the value of comparative education is not the ultimate goal. To study the value of comparative education is to give full play to and realize the "deserved value" of comparative education. Therefore, to explore the internal and external conditions and factors that affect the realization of comparative education value, and to promote comparative teaching. The realization of the value of education will inevitably become the ultimate goal and destination of this study. In this way, the realization of the value of comparative education research has naturally become another focus and content of this study.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2010
【分類號】：G40-059.3

【相似文獻】

相關(guān)期刊論文 前10條

1 張育人;;當(dāng)代教育價值的選擇:教育回歸生活世界[J];神州;2011年17期

2 張竹云;;如何實現(xiàn)高中生物課的教育價值[J];中國證券期貨;2011年06期

3 楊道濤;;孔子與蘇格拉底教育理念比較研究[J];中國報業(yè);2011年10期

4 齊喜三;;診所法律教育價值論[J];教育與職業(yè);2011年26期

5 鐘曹婷;張范吉;;試論新課標(biāo)下幼兒健康教育[J];科教新報(教育科研);2011年32期

6 馬金鳳;馬德俊;;對教育技術(shù)學(xué)邏輯起點研究的若干思考[J];大眾科技;2011年06期

7 盧俊勇;陶青;;以個性為本:當(dāng)代教育的價值重塑——社會變革中教育價值的尋求[J];現(xiàn)代教育管理;2011年07期

8 丁加旗;;別讓知識背后的學(xué)科教育價值“脫鏈”———兼談蘇科版《11.3功》第一課時的概念教學(xué)[J];中學(xué)物理;2011年16期

9 姜松林;;語文課堂中人際關(guān)系的教育價值分析[J];中學(xué)語文;2011年21期

10 龍耀;;論教育行政權(quán)力的邊界——基于中國高等教育行政化問題的研究[J];中國高教研究;2011年06期

相關(guān)會議論文 前10條

1 劉芹茂;;老年教育價值之管見[A];中國老年學(xué)學(xué)會2006年老年學(xué)學(xué)術(shù)高峰論壇論文集[C];2006年

2 潘秋榮;;淺談在閱讀區(qū)中如何指導(dǎo)孩子閱讀[A];國家教師科研基金“十一五”成果集（中國名校卷）（四）[C];2009年

3 范文貴;;基于信息技術(shù)開展數(shù)學(xué)探究可視化的研究[A];全國高等師范院校數(shù)學(xué)教育研究會2008年學(xué)術(shù)年會論文集[C];2008年

4 欒彬;張夢佳;;論奧林匹克教育價值的異化及其消解[A];第八屆全國體育科學(xué)大會論文摘要匯編（二）[C];2007年

5 陸新生;;從芳賀第一定理看折紙數(shù)理學(xué)的教育價值[A];全國高師會數(shù)學(xué)教育研究會2006年學(xué)術(shù)年會論文集[C];2006年

6 季蘋;;杜威教育價值說[A];紀(jì)念《教育史研究》創(chuàng)刊二十周年論文集（16）——外國教育思想史與人物研究[C];2009年

7 賀素芝;;從教師成長的角度談教育價值[A];2007“校本培訓(xùn)”主題論壇論文集[C];2007年

8 周方;任筱全;張振琳;楊曉紅;米瑩;宋保忠;;幼兒家長期望調(diào)查研究[A];第十屆全國心理學(xué)學(xué)術(shù)大會論文摘要集[C];2005年

9 侯向陽;;國際農(nóng)業(yè)高新技術(shù)產(chǎn)業(yè)園的休閑教育價值[A];休閑農(nóng)業(yè)與現(xiàn)代農(nóng)業(yè)發(fā)展——2007中國農(nóng)學(xué)會學(xué)術(shù)年會暨全國休閑農(nóng)業(yè)論壇文集[C];2007年

10 周方;任筱泉;陳萍;楊珊;米瑩;楊曉紅;;幼兒家長期望調(diào)查研究[A];中國優(yōu)生優(yōu)育協(xié)會第四屆全國學(xué)術(shù)論文報告會暨基因科學(xué)高峰論壇論文專輯[C];2008年

相關(guān)重要報紙文章 前10條

1 本報記者 趙亮;社會對弱勢群體的關(guān)注將體現(xiàn)更大的教育價值[N];工人日報;2011年

2 黃云剛;“三生教育”的目標(biāo)是使人幸福生活[N];云南經(jīng)濟日報;2010年

3 本報記者 靳曉燕　整理;成功,是考出來的嗎？[N];光明日報;2011年

4 本報記者　續(xù)梅;讓教育懲戒釋放教育價值[N];中國教育報;2006年

5 羅小明;談?wù)勡洶b的藝術(shù)價值和教育價值[N];中國包裝報;2001年

6 王強軍;挖掘電視節(jié)目中的教育價值[N];中國教師報;2003年

7 孔企平（作者系《義務(wù)教育階段國家數(shù)學(xué)課程標(biāo)準(zhǔn)》研制組核心成員）;講授有教育價值的數(shù)學(xué)[N];文匯報;2002年

8 本報記者 李佳;傳統(tǒng)建筑教育價值幾何？[N];中華建筑報;2005年

9 本報記者 陳素璧　實習(xí)生 劉宇潔;應(yīng)增進人的幸福感且享用終生[N];珠海特區(qū)報;2010年

10 雷泓霈;媒體應(yīng)挖掘奧運會的教育價值[N];中華新聞報;2008年

相關(guān)博士學(xué)位論文 前10條

1 褚遠輝;比較教育的價值研究[D];西南大學(xué);2010年

2 史利平;安順屯堡社會組織的教育價值研究[D];西南大學(xué);2012年

3 房文翠;法學(xué)教育價值研究[D];吉林大學(xué);2003年

4 徐波鋒;教育的審美價值[D];陜西師范大學(xué);2007年

5 李曉莉;《傷寒論》中英文課堂有效教學(xué)的研究與比較[D];北京中醫(yī)藥大學(xué);2009年

6 萬恒;社會分層視野中職業(yè)教育價值的再審視[D];華東師范大學(xué);2009年

7 劉理;論高校教學(xué)評估的教育價值[D];華中師范大學(xué);2007年

8 顏士剛;技術(shù)的教育價值的實現(xiàn)與創(chuàng)造研究[D];南京師范大學(xué);2007年

9 婁立志;論目前我國教育的主導(dǎo)價值[D];華東師范大學(xué);2001年

10 劉合榮;事實與價值[D];華中師范大學(xué);2007年

相關(guān)碩士學(xué)位論文 前10條

1 劉兆輝;中學(xué)數(shù)學(xué)課程中的向量教學(xué)研究[D];西北師范大學(xué);2005年

2 李霞;井岡山精神當(dāng)代教育價值研究[D];南昌大學(xué);2008年

3 周勤慧;當(dāng)前國產(chǎn)兒童動畫片的教育價值分析[D];湖南師范大學(xué);2009年

4 白顯良;青年思想政治教育價值發(fā)展研究[D];西南師范大學(xué);2004年

5 孫衛(wèi)軍;新課程理念下高中微積分課程的教育價值及其教學(xué)研究[D];蘇州大學(xué);2007年

6 劉奎;支持生存教育的數(shù)字化游戲的分析與探討[D];湖南師范大學(xué);2009年

7 李麗;馬克思主義科技觀的教育價值[D];東北師范大學(xué);2002年

8 宋磊;高中生物教學(xué)中的情感教育現(xiàn)狀及對策[D];山東師范大學(xué);2007年

9 馬艷;論傳統(tǒng)武術(shù)的教育價值[D];山東師范大學(xué);2008年

10 胡新平;兒童文學(xué)教育價值初探[D];福建師范大學(xué);2001年

，

本文編號：1928224