本文選題：非正式教育 + “七種知識”　； 參考：《東北師范大學(xué)》2013年碩士論文

【摘要】：20世紀(jì)末，埃德加·莫蘭受聯(lián)合國教科文組織委托承擔(dān)了“為一個可行的未來而教育”項(xiàng)目研究，作為研究的結(jié)論提出了“未來教育所必需的七種知識”。但莫蘭提出的“七種知識”是我國國民目前普遍最缺少的知識。本論文通過論證非正式教育中學(xué)習(xí)七種知識的必要性和可行性，警醒人們在當(dāng)今時代學(xué)習(xí)七種知識的緊迫感，并通過影視例析的方法研究如何通過非正式教育實(shí)現(xiàn)七種知識的學(xué)習(xí)，能夠使人們樹立非正式教育觀念，增強(qiáng)人們在非正式教育中學(xué)習(xí)七種知識的信心。本研究的價值在于，不是停留在概念討論和觀念層面上，而是落實(shí)在對現(xiàn)實(shí)可行的論證上。即能夠給人們看到具體可感的非正式教育途徑是什么樣子的。本研究的主要內(nèi)容將圍繞四個部分展開。內(nèi)容一，闡釋莫蘭提出的“未來教 育所必需的七種知識”。具體研究：莫蘭提出的“七種知識”的具體內(nèi)容，即“七種知識”指什么；七種知識的意義。內(nèi)容二，非正式教育中學(xué)習(xí)“七種知識”的必要性論證。具體研究：我國國民為什么要學(xué)習(xí)這“七種知識”，即“七種知識”學(xué)習(xí)的必要性；學(xué)習(xí)“七種知識”的途徑可能有哪些；目前的正規(guī)教育和非正規(guī)教育實(shí)施七種知識教育的困難；尋求其他途徑即非正式教育途徑的必要性。內(nèi)容三，，非正式教育研究。具體考察目前我國非正式教育的現(xiàn)狀及其存在的問題。內(nèi)容四，非正式教育中學(xué)習(xí)“七種知識”的可行性論證。具體研究影視的現(xiàn)實(shí)途徑：學(xué)習(xí)人類地位知識和人類倫理學(xué)知識的影視例析；學(xué)習(xí)地球本征知識的電視片例析；學(xué)習(xí)相互理解知識的電視節(jié)目例析；學(xué)習(xí)構(gòu)造得宜頭腦知識的電視節(jié)目例析；學(xué)習(xí)迎戰(zhàn)不確定性知識的電視節(jié)目例析。最后，針對如何提升非正式教育中學(xué)習(xí)“七種知識”的可行性提出了幾點(diǎn)建議。
[Abstract]:At the end of the 20th century, Edgar Moran was commissioned by UNESCO to study the "Education for a viable Future" project. But the seven kinds of knowledge put forward by Moran are the most common knowledge in our country at present. By demonstrating the necessity and feasibility of learning seven kinds of knowledge in non-formal education, this paper warns people of the urgency of learning seven kinds of knowledge in the present age. Through the analysis of film and television examples, how to learn seven kinds of knowledge through non-formal education can make people set up the concept of non-formal education and enhance people's confidence in learning seven kinds of knowledge in non-formal education. The value of this study lies not in concept discussion and concept level, but in practical demonstration. That is, to give people a sense of the specific non-formal education approach is what it looks like. The main contents of this study will focus on four parts. Content one, explain Moran's "seven kinds of knowledge necessary for future teaching and education". Specific study: the specific content of "seven kinds of knowledge" put forward by Moran, that is, what "seven kinds of knowledge" refers to and the meaning of seven kinds of knowledge. Second, the necessity of learning seven kinds of knowledge in non-formal education. The specific research: why the Chinese people should learn the "seven kinds of knowledge", that is, the necessity of "seven kinds of knowledge", the ways of learning the "seven kinds of knowledge", and the ways of learning "seven kinds of knowledge"; At present, it is difficult for formal and non-formal education to carry out seven kinds of knowledge education, and it is necessary to seek other ways, that is, non-formal education. Third, the research of non-formal education. To investigate the current situation and problems of informal education in China. Fourth, the feasibility of learning seven kinds of knowledge in non-formal education. The practical ways to study film and television are as follows: film and television example analysis of learning human status knowledge and human ethics knowledge; TV film analysis of studying earth intrinsic knowledge; television program example analysis of learning mutual understanding knowledge; An example of a television program with a good mental knowledge and an example of a television program with a learning knowledge of facing uncertainty. Finally, some suggestions on how to improve the feasibility of learning seven kinds of knowledge in non-formal education are put forward.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G40

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