本文選題：因材施教 + 價(jià)值取向��； 參考：《廣西師范大學(xué)》2007年碩士論文

【摘要】： 價(jià)值是值得希求的或美好事物的概念,反映每個(gè)人所希求的東西,任何人類(lèi)的造物都是人類(lèi)一定價(jià)值的載體,教育也不例外。我國(guó)封建社會(huì)教育的最主要價(jià)值就是政治工具價(jià)值,為統(tǒng)治階級(jí)培養(yǎng)政治支配人才;到了近代,隨著工業(yè)文明的發(fā)展,教育的價(jià)值又主要地體現(xiàn)為維持人類(lèi)生活的手段,為工業(yè)生產(chǎn)培養(yǎng)勞動(dòng)力;隨著當(dāng)代知識(shí)經(jīng)濟(jì)和信息社會(huì)的來(lái)臨,社會(huì)發(fā)展科學(xué)文化加速進(jìn)步,對(duì)人的素質(zhì)提出了前所未有的全方位挑戰(zhàn),教育逐漸轉(zhuǎn)向強(qiáng)調(diào)其本體價(jià)值,即對(duì)人的發(fā)展價(jià)值。 “因材施教”作為我國(guó)傳統(tǒng)的教育思想,從先秦時(shí)代孔子的因材施教偉大實(shí)踐開(kāi)始,就同教育及其他一切人類(lèi)造物一樣,與人類(lèi)的價(jià)值聯(lián)系在一起。根據(jù)特定時(shí)代的不同特征,“因材施教”教育思想的價(jià)值取向也有所不同,本文根據(jù)我國(guó)歷史發(fā)展的特點(diǎn),將我國(guó)因材施教價(jià)值取向發(fā)展分為三個(gè)階段:中國(guó)古代傳統(tǒng)農(nóng)業(yè)社會(huì)時(shí)期取向“學(xué)而優(yōu)則仕”的因材施教,現(xiàn)代化進(jìn)程時(shí)期取向“經(jīng)世致用”的因材施教,中國(guó)后工業(yè)社會(huì)開(kāi)始以來(lái)追求“人的自我生成”的因材施教。 古代農(nóng)業(yè)社會(huì)時(shí)期,基于“天命之性”的人性等級(jí)論,因材施教突出教育的政治支配工具價(jià)值,將不同等級(jí)的人培養(yǎng)成不同的階級(jí),正所謂“中人以上可以語(yǔ)上,中人以下不可以語(yǔ)上”,生產(chǎn)方式的落后與人們認(rèn)識(shí)水平低下,使人屈從于“天命”和“天子”——皇帝以及統(tǒng)治階級(jí)的威懾,所以知識(shí)及教育只為少數(shù)社會(huì)上層所需,因材施教主要就是將社會(huì)上層子弟培養(yǎng)成“仕”。鴉片戰(zhàn)爭(zhēng)以來(lái),中國(guó)封建王朝的沒(méi)落與工業(yè)文明的開(kāi)端,帶來(lái)了教育的巨變,“人性平等”為教育對(duì)象擴(kuò)大提供思想基礎(chǔ),科學(xué)知識(shí)代替?zhèn)鹘y(tǒng)倫理道德成為教育的新內(nèi)容,因材施教轉(zhuǎn)向根據(jù)當(dāng)時(shí)各種社會(huì)生產(chǎn)知識(shí)分類(lèi)與學(xué)生興趣偏好相結(jié)合,以分科教學(xué)的形式將學(xué)生培養(yǎng)成為社會(huì)各類(lèi)人才,以滿(mǎn)足生產(chǎn)需求,實(shí)現(xiàn)“經(jīng)世致用”的價(jià)值。時(shí)至20世紀(jì)90年代,經(jīng)過(guò)改革開(kāi)放,中國(guó)與世界大多數(shù)國(guó)家一樣開(kāi)始逐漸步入后工業(yè)文明時(shí)期,社會(huì)生產(chǎn)與生活的各個(gè)方面對(duì)人提出了全新的挑戰(zhàn),多元智能理論確認(rèn)了人個(gè)別化發(fā)展的可能,人類(lèi)對(duì)自身發(fā)展的新認(rèn)識(shí)為人的自我生成提供了思想基礎(chǔ),因材施教走向“人”與“教育”的回歸,追求每個(gè)學(xué)生的自我生成。
[Abstract]:Value is the concept of desirable or beautiful things, reflecting what everyone desires. Any human creation is the carrier of human value, and education is no exception. The most important value of education in feudal society in China is the value of political tools, which trains political dominators for the ruling class. In modern times, with the development of industrial civilization, the value of education is mainly embodied in the means of maintaining human life. With the advent of the modern knowledge economy and information society, the social development of science and culture accelerates progress, which poses an unprecedented all-round challenge to the quality of human beings, and education gradually turns to emphasize its Noumenon value. Namely the development value to the human. As the traditional educational thought of our country, "teaching according to aptitude" began from the great practice of Confucius' teaching according to his aptitude in the pre-Qin period, and was connected with human value as education and all other human creations. According to the different characteristics of the specific times, the value orientation of the educational thought of "teaching students according to their aptitude" is different, and this article is based on the characteristics of the historical development of our country. The development of value orientation in accordance with aptitude in our country is divided into three stages: the orientation of traditional agricultural society in ancient China is that "learning is superior to official", and in the process of modernization, the orientation is to teach students in accordance with their aptitude, and to teach them according to their aptitude in the course of modernization. Since the beginning of China's post-industrial society, the pursuit of "self-generation of human beings" in accordance with their aptitude. In the period of ancient agricultural society, based on the theory of hierarchy of human nature, teaching according to students' aptitude and highlighting the value of political dominating tool of education, people of different levels were trained into different classes. The backward production mode and the low level of people's understanding make people succumb to the "destiny" and the "son of Heaven"-the deterrence of the emperor and the ruling class, so that knowledge and education are only needed by the upper classes of a small number of society. Teaching students in accordance with their aptitude is mainly to cultivate upper-class children into "official". Since the Opium War, the decline of China's feudal dynasty and the beginning of industrial civilization brought about great changes in education. "Equality of humanity" provided the ideological basis for the expansion of educational objects, and scientific knowledge replaced traditional ethics and morality as a new content of education. According to the classification of social production knowledge and the students' preference of interest, the students are trained into various kinds of talents in order to meet the demand of production and realize the value of "using the world". From then to the 1990s, after the reform and opening up, China, like most countries in the world, began to step into the post-industrial civilization period gradually. All aspects of social production and life put forward a new challenge to people. The theory of multiple intelligences confirms the possibility of individual development, and the new understanding of human's own development provides the ideological basis for the self-generation of human beings. The theory of multiple intelligences leads to the return of "human" and "education" in accordance with their aptitude, and the pursuit of the self-generation of each student.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2007
【分類(lèi)號(hào)】：G521

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

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相關(guān)碩士學(xué)位論文 前1條

1 曹強(qiáng);中師美術(shù)教學(xué)中因材施教理念下的分層次教學(xué)研究[D];山東師范大學(xué);2010年

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本文編號(hào)：1902409