本文選題：建構(gòu)主義 + 城市教育��； 參考：《河南大學(xué)》2013年碩士論文

【摘要】：我國(guó)教育發(fā)展的非均衡狀況一直十分突出，既表現(xiàn)在地區(qū)與地區(qū)之間，，如大中城市與小城鎮(zhèn)之間、城鄉(xiāng)之間、東部與中西部之間，又體現(xiàn)在學(xué)前教育、義務(wù)教育和高等教育等各個(gè)教育階段。教育資源配置非均衡問題的長(zhǎng)期存在，既有損于社會(huì)的公平正義，也不適宜社會(huì)的和諧與可持續(xù)發(fā)展。 對(duì)于城市教育資源配置非均衡的現(xiàn)狀，目前學(xué)界大多分析的重點(diǎn)在于由于各種客觀物質(zhì)條件造成的差距，但對(duì)于教育資源選擇和追求的觀念性研究一直不多。社會(huì)文化歷史理論認(rèn)為，人的高級(jí)心理機(jī)能是各種活動(dòng)和交往形式不斷內(nèi)化的結(jié)果。所謂內(nèi)化，就是把存在于社會(huì)中的文化變成自己的一部分，從而有意識(shí)地指引自己的各種心理活動(dòng)，這一體現(xiàn)在人的從眾和跟風(fēng)心理上十分明顯。因而，對(duì)于目前城市教育資源的非均衡配置，觀念性的心理選擇其實(shí)也是造成這種局面的一種重要原因。 建構(gòu)主義作為一種科研方法，是心理學(xué)的一個(gè)分支，經(jīng)過幾十年的發(fā)展，已經(jīng)在心理學(xué)、社會(huì)學(xué)和政治學(xué)中獲得了廣泛應(yīng)用，并對(duì)于各學(xué)科和問題的研究和分析起到了獨(dú)特的積極作用。社會(huì)建構(gòu)主義認(rèn)為，雖然認(rèn)知是個(gè)體主動(dòng)建構(gòu)的，而且只是個(gè)人經(jīng)驗(yàn)的合理化，但這種建構(gòu)也不是隨意的任意建構(gòu)，而是需要與他人形成互動(dòng)并達(dá)成某種一致來(lái)不斷地加以修正和調(diào)整的，并不可避免會(huì)受到當(dāng)時(shí)當(dāng)?shù)厣鐣?huì)文化因素的影響，從而在彼此之間進(jìn)行溝通交流和分享各種資源的過程中形成相互影響、相互促進(jìn)的關(guān)系，最終形成一定的規(guī)范和文化。 本文旨在探討我國(guó)城市教育資源配置非均衡的主觀性問題，通過建構(gòu)主義的研究方法，力圖揭示主觀性選擇如何形成并加劇了城市教育資源配置的非均衡，為解決這一問題提供一種新的思路，有利于解決我國(guó)目前教育資源配置的非均衡問題，實(shí)現(xiàn)社會(huì)公平正義與和諧發(fā)展。
[Abstract]:The unbalanced situation of educational development in China has always been very prominent. It is manifested in the regions and regions, such as between large and medium-sized cities and small towns, between urban and rural areas, between the east and the central and western regions, and also in pre-school education. Compulsory education and higher education and other stages of education. The problem of unbalanced allocation of educational resources for a long time is not only harmful to the fairness and justice of the society, but also unsuitable for the harmonious and sustainable development of the society. For the present situation of unbalanced allocation of urban educational resources, most of the academic circles focus on the gap caused by various objective material conditions, but there is not much conceptual research on the choice and pursuit of educational resources. The theory of social culture and history holds that man's advanced psychological function is the result of the continuous internalization of various activities and forms of communication. The so-called internalization is to turn the culture existing in the society into a part of themselves, thus consciously guiding their various psychological activities, which is very obvious in people's conformity and follow the trend of psychology. Therefore, for the present unbalanced allocation of urban educational resources, the idealistic psychological choice is also an important reason for this situation. Constructivism, as a scientific research method, is a branch of psychology, which has been widely used in psychology, sociology and politics after decades of development. And for the study and analysis of various disciplines and problems played a unique positive role. Social constructivism holds that although cognition is the initiative of the individual and is only the rationalization of personal experience, this construction is not arbitrary construction at will. They need to interact with others and reach some sort of agreement to constantly revise and adjust, and inevitably be influenced by local sociocultural factors at the time. Therefore, in the process of communication and exchange and sharing of various resources between each other, the relationship of mutual influence and mutual promotion is formed, and finally certain norms and cultures are formed. The purpose of this paper is to probe into the subjective problem of the unbalanced allocation of urban educational resources in China. Through the research method of constructivism, this paper tries to reveal how the subjective choice forms and intensifies the unbalanced allocation of urban educational resources. In order to solve this problem, a new way of thinking is provided, which is helpful to solve the unbalanced problem of educational resources allocation in our country at present, and to realize social fairness, justice and harmonious development.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G521

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