本文選題：美國(guó) + 現(xiàn)代化進(jìn)程��； 參考：《東北師范大學(xué)》2010年博士論文

【摘要】： 本論文是系統(tǒng)研究公民教育與道德教育關(guān)系的一個(gè)嘗試。這一研究以美國(guó)為具體的研究對(duì)象。之所以選擇美國(guó),不僅是出于一個(gè)最簡(jiǎn)單的想法：美國(guó)是最早開(kāi)展公民教育,也是公民教育發(fā)展最為完善的國(guó)家之一,同時(shí)又具有非常濃重的道德教育情結(jié);而且還出于這樣的考慮：作為內(nèi)源性現(xiàn)代化國(guó)家的美國(guó)可以為考察公民教育與道德教育的關(guān)系提供一個(gè)相對(duì)純凈的研究樣本。 論文以現(xiàn)代化為研究視角,即從二百多年來(lái)人類社會(huì)整體發(fā)展的角度呈現(xiàn)公民教育與道德教育的關(guān)系,因此這是一種宏觀的社會(huì)歷史視角�，F(xiàn)代化視角具體表現(xiàn)在兩方面：以現(xiàn)代化的相關(guān)理論作為研究的理論基礎(chǔ)；以歷史研究與比較研究的結(jié)合作為研究的方法論基礎(chǔ)。 論文從現(xiàn)代化的視角出發(fā),考察美國(guó)公民教育和道德教育關(guān)系的生成、發(fā)展及各時(shí)期的關(guān)系格局與特點(diǎn)。一方面,論文力圖還原美國(guó)公民教育與道德教育在現(xiàn)代化進(jìn)程中的關(guān)系運(yùn)動(dòng)軌跡；另一方面,還希望探明這種關(guān)系演繹與美國(guó)現(xiàn)代化進(jìn)程之間的內(nèi)在邏輯。 論文分為緒論、正文和結(jié)論三個(gè)部分。 第一部分是緒論。這一部分概述了三個(gè)重要問(wèn)題：研究主題的產(chǎn)生；回顧與梳理相關(guān)的研究成果,并提出假設(shè)；解釋論文的研究視角、研究方法及它們所蘊(yùn)涵的研究?jī)r(jià)值,說(shuō)明從現(xiàn)代化視角研究的合理性與必要性。 第二部分包括從第一章到第五章的內(nèi)容,是對(duì)美國(guó)現(xiàn)代化進(jìn)程中公民與道德教育關(guān)系的具體解讀。 其中,第一章《現(xiàn)代化視角下的公民教育與道德教育關(guān)系》相對(duì)獨(dú)立。其主旨在于,說(shuō)明如何從現(xiàn)代化視角進(jìn)行研究、以下各章如何對(duì)這一視角進(jìn)行應(yīng)用,并解釋相關(guān)概念,及明確研究美國(guó)所需的歷史分期。這是整篇論文的理論分析框架和內(nèi)在線索。其中,公民教育與道德教育的關(guān)系被理解為兩者功能間的關(guān)系,關(guān)系的發(fā)展被理解為功能的互動(dòng)發(fā)展過(guò)程。為避免關(guān)系起源的絕對(duì)化,在對(duì)美國(guó)的具體研究中,論文回避了對(duì)教育實(shí)效的考察,而側(cè)重于對(duì)能夠體現(xiàn)教育功能觀的教育政策、價(jià)值取向、地位、理論與實(shí)踐(目的、內(nèi)容、課程與教材、途徑)等方面的分析與比較。 第二、三、四章是縱向的歷史考察,分別展現(xiàn)公民教育與道德教育關(guān)系在美國(guó)現(xiàn)代化三個(gè)發(fā)展階段中的孕育、形成和發(fā)展。第二章《混沌(18世紀(jì)末—1900年)》,回顧美國(guó)第一次現(xiàn)代化發(fā)展時(shí)期,在道德教育盛行與公民教育萌芽中所表現(xiàn)出的混沌的關(guān)系發(fā)展過(guò)程。此時(shí)兩者間尚無(wú)明確分工,卻又表現(xiàn)出某種潛在的分工合作趨勢(shì)。第三章《博弈(1900-1960)》,展現(xiàn)第一次現(xiàn)代化成熟時(shí)期,在道德教育的現(xiàn)代轉(zhuǎn)向和公民教育的制度化中,兩者功能間此消彼長(zhǎng)與相互滲透的轉(zhuǎn)換過(guò)程。第四章《共生(1960年至今)》,分析第二次現(xiàn)代化發(fā)展時(shí)期,在公民教育與道德教育的共同復(fù)興中,公民教育成為關(guān)系主導(dǎo)者以及兩者間形成功能良性互補(bǔ)與密切合作的過(guò)程。第五章《誰(shuí)主沉�。含F(xiàn)代化、公民教育、道德教育及其關(guān)系》對(duì)美國(guó)的公民教育與道德教育的關(guān)系進(jìn)行全景式分析,主要從歷史與比較兩個(gè)視域出發(fā)總結(jié)美國(guó)式關(guān)系發(fā)展所表現(xiàn)出的歷史共性和特性。主要涉及,關(guān)系發(fā)展的基本模型、外在表現(xiàn)以及發(fā)展動(dòng)力等問(wèn)題。 最后一部分為結(jié)論。即,美國(guó)公民教育與道德教育的關(guān)系是兩者在社會(huì)意識(shí)教育范圍內(nèi)所形成的連續(xù)的功能轉(zhuǎn)換與分工合作過(guò)程�，F(xiàn)代化是關(guān)系發(fā)展的動(dòng)力,因此關(guān)系的發(fā)展表現(xiàn)出與美國(guó)現(xiàn)代化進(jìn)程相對(duì)應(yīng)的階段性。就本質(zhì)而言,這種關(guān)系一方面是公民教育與道德教育不斷回應(yīng)現(xiàn)代化需要的過(guò)程,另一方面也是兩種教育形式自身持續(xù)現(xiàn)代化的過(guò)程。
[Abstract]:This paper is an attempt to systematically study the relationship between civic education and moral education. This study takes the United States as a specific object of study. The choice of the United States is not only out of the simplest idea: the United States is one of the earliest countries to carry out civic education, but also one of the countries with the best development of civic education. Moral education complex; and also out of consideration: the United States, as an endogenous modernized country, can provide a relatively pure research sample for examining the relationship between civic education and moral education.
The thesis takes modernization as the research perspective, that is, the relationship between civic education and moral education from the perspective of the overall development of human society in the past more than 200 years. Therefore, this is a macro social and historical perspective. The perspective of modernization is embodied in two aspects: the theoretical basis of modern related theories and historical research and comparison. The combination of research is the basis for the methodology of research.
From the perspective of modernization, the paper examines the formation, development and characteristics of the relationship between American civic education and moral education. On the one hand, the paper tries to restore the relationship between American civic education and moral education in the process of modernization; on the other hand, it also hopes to explore the relationship between the relationship and the American modernity. The internal logic between the process of transformation.
The thesis is divided into three parts: introduction, text and conclusion.
The first part is the introduction. This part outlines three important issues: the production of research topics, review and combing related research results, and put forward assumptions; explain the research perspective of the thesis, research methods and their implications for research, and explain the rationality and necessity of research from the perspective of modernization.
The second part, from the first chapter to the fifth chapter, is a concrete interpretation of the relationship between citizenship and moral education in the process of American modernization.
The first chapter, the relationship between civic education and moral education under the perspective of modernization is relatively independent. The main purpose of the chapter is to explain how to study from the perspective of modernization, how to apply the following chapters to this perspective, explain the relevant concepts, and clearly study the historical stages required by the United States. This is the theoretical framework of the whole thesis. Inner clues. Among them, the relationship between civic education and moral education is understood as the relationship between the two functions. The development of the relationship is understood as the interactive development process of function. In order to avoid the absolute origin of the relationship, in the specific study of the United States, the thesis evaded the study of educational effectiveness and focused on the ability to embody the educational function view. Analysis and comparison of education policy, value orientation, status, theory and Practice (purpose, content, curriculum and teaching materials, ways).
The second, third, the four chapter is a longitudinal historical investigation, showing the birth, formation and development of the relationship between civic education and moral education in the three stages of American modernization. The second chapter < chaos (from the end of the eighteenth Century to 1900) > to review the mixture of moral education and civic education in the first modernized development period of the United States. There is no clear division of labor between the two and there is a potential trend of division of labor and cooperation between the two. The third chapter, "game (1900-1960) >", shows the first modernized and mature period, in the modern turn of moral education and in the institutionalization of civic education, the conversion process between the two functions and the mutual infiltration between the two functions. Fourth Chapter "symbiosis" (1960 to present), analysis of the second modernized development period, in the common revival of civic education and moral education, civic education becomes the relationship between the leading people and the two processes to form a benign complementarity and close cooperation between the two. The fifth chapter, "the modernization, civic education, moral education and Relations > to the public of the United States) A panoramic analysis of the relationship between the education of the people and the moral education is carried out. From the two perspectives of history and comparison, the historical generality and characteristics of the development of American style relations are summarized, including the basic model of the relationship development, the external performance and the development motive.
The last part is the conclusion that the relationship between American civic education and moral education is the continuous functional transformation and the process of cooperation and cooperation between the two in the scope of social awareness education. Modernization is the motive force for the development of relations. Therefore, the development of the relationship shows the phased nature corresponding to the modernization of the United States into Cheng Xiang. On the one hand, on the one hand, civic education and moral education constantly respond to the needs of modernization; on the other hand, it is also the process of two kinds of education forms themselves continuing modernization.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2010
【分類號(hào)】：G571.2

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前2條

1 李彥琳;改革開(kāi)放以來(lái)我國(guó)幼兒道德教育變革研究[D];西南大學(xué);2012年

2 金家新;政治社會(huì)化取向的大學(xué)生公民道德教育研究[D];西南大學(xué);2013年

相關(guān)碩士學(xué)位論文 前3條

1 陳凱玲;品德課教材中公民憲法義務(wù)的文本研究[D];南京師范大學(xué);2012年

2 張琦;美國(guó)中小學(xué)公民教育合作課程研究[D];東北師范大學(xué);2012年

3 郭洪花;中美中學(xué)思想政治教育方法比較研究[D];魯東大學(xué);2013年

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本文編號(hào)：1959290