本文選題：教育目的 + 人性論　； 參考：《西南大學(xué)》2011年碩士論文

【摘要】：教育目的是教育活動(dòng)的出發(fā)點(diǎn)和歸宿,它對教育任務(wù)的確定、教育制度的確立、教育內(nèi)容的選擇以及整個(gè)教育活動(dòng)過程的組織都起著指導(dǎo)作用,教育目的確定以后,教育活動(dòng)才能有組織、有計(jì)劃地按預(yù)定方向發(fā)展,教育目的對教育事業(yè)的健康發(fā)展起著舉足輕重的作用。 教育目的隨著社會(huì)發(fā)展而發(fā)生變化,教育目的具有很強(qiáng)的時(shí)代性和階級性,每個(gè)時(shí)期的教育目的都不盡相同。人性論是確立教育目的其中一個(gè)依據(jù),但人更是確立教育目的的直接依據(jù)。新中國成立后,由我國的社會(huì)制度與社會(huì)發(fā)展?fàn)顩r決定了我國教育目的的人性論基礎(chǔ)是馬克思主義關(guān)于人的全面發(fā)展學(xué)說,在此基礎(chǔ)上形成的教育目的指導(dǎo)著我國教育活動(dòng)的展開。 新中國成立以來,我國教育目的對培養(yǎng)什么樣的受教育者的定位有培養(yǎng)“勞動(dòng)者”、“人才”、“建設(shè)者和接班人”、“公民”、“人”這幾種典型的提法。表面看來,我國教育目的對于受教育者的不同定位只是稱謂不一樣而已,但這不只是簡單的名詞變化,而是涉及到教育價(jià)值問題。馬克思主義關(guān)于人的全面發(fā)展學(xué)說為我國教育目的的確立提供了理論基礎(chǔ),但是由于我們對馬克思主義關(guān)于人的全面發(fā)展學(xué)說理解上的偏差與局限,對“全面發(fā)展的人”中“人”的認(rèn)識還不夠充分和全面,導(dǎo)致了我國教育實(shí)踐發(fā)生了一些錯(cuò)位。從新中國成立到文革結(jié)束,人們對教育目的人性論的解讀偏執(zhí)地帶有教條主義傾向,在認(rèn)識上犯了“左傾”錯(cuò)誤,產(chǎn)生了教條主義的人性論,在此基礎(chǔ)上的教育實(shí)踐走向了過分注重集體、極端忽視個(gè)人的傾向。后來在批“左”的過程中,由于還是沒有對我國教育目的人性論基礎(chǔ)正確認(rèn)識,又逐步地走向了抽象人性論的極端,從極端地忽視個(gè)人轉(zhuǎn)向極端地注重個(gè)人、忽視社會(huì)。 在這一過程中,雖然我國教育目的的理論基礎(chǔ)并沒有變化,一直都是堅(jiān)持馬克思主義的人性觀,以馬克思主義人的全面發(fā)展理論作為人性論基礎(chǔ),在為促進(jìn)人的發(fā)展而努力,但是實(shí)際上由于人們對馬克思主義人性觀的認(rèn)識偏差,導(dǎo)致了對教育目的人性論不一樣的認(rèn)識。 總體看來,新中國成立60多年,對我國教育目的的人性論基礎(chǔ)的認(rèn)識從極端地忽視人性發(fā)展轉(zhuǎn)到過分地強(qiáng)調(diào)個(gè)人中心、抽象的“人性化”教育,我國的教育理論和教育實(shí)踐經(jīng)歷了太多的風(fēng)雨,有太多的問題值得我們深思。因此,我們應(yīng)該以史為鑒,結(jié)合國家和社會(huì)的現(xiàn)實(shí)狀況,通過對新中國成立60多年來教育目的的發(fā)展變化進(jìn)行梳理與分析,得出正確的教育目的觀,正確看待我們過去不管是正確還是錯(cuò)誤的做法,進(jìn)行適度地反思,樹立正確的人性觀,堅(jiān)持馬克思主義辯證的人性觀和人的全面發(fā)展的學(xué)說,促進(jìn)我國教育健康發(fā)展。
[Abstract]:The purpose of education is the starting point and destination of educational activities. It plays a guiding role in the determination of educational tasks, the establishment of educational system, the selection of educational contents and the organization of the whole process of educational activities. Educational activities can be organized and developed in a planned way, and educational aims play an important role in the healthy development of educational undertakings. The purpose of education changes with the development of society. The theory of human nature is one of the bases for establishing educational purpose, but man is the direct basis for establishing educational purpose. After the founding of the people's Republic of China, the theory of human nature, which is determined by the social system and social development of our country, is the Marxist theory on the all-round development of human beings. The purpose of education formed on this basis guides the development of educational activities in China. Since the founding of the people's Republic of China, the purpose of education in our country has focused on the training of "laborers", "talents", "builders and successors", "citizens" and "people". On the face of it, the different orientations of the educational purpose of our country are just different appellations, but this is not only a simple change of nouns, but also involves the value of education. Marxist theory on the all-round development of human beings provides a theoretical basis for the establishment of educational purposes in China. However, due to the deviation and limitation of our understanding of Marxist theory on the all-round development of human beings, The understanding of "person" in "all-round development" is not enough and comprehensive, which leads to some dislocation of educational practice in our country. From the founding of New China to the end of the Cultural Revolution, people's interpretation of the theory of human nature for educational purposes was biased towards dogmatism, made the mistake of "left-leaning" in cognition, and produced dogmatic theory of human nature. On this basis, the educational practice tends to pay too much attention to the collective and the extreme neglect of the individual. Later in the process of criticizing "left", due to the lack of correct understanding of the foundation of human nature theory of educational purpose in our country, it gradually moved to the extreme of abstract theory of human nature, from the extreme neglect of the individual to the extreme emphasis on the individual and the society. In this process, although the theoretical basis of our country's educational purpose has not changed, it has always adhered to the Marxist view of human nature, taking the theory of the all-round development of Marxism as the basis of the theory of human nature, and is working hard to promote the development of human beings. But in fact, because of the deviation of human nature view of Marxism, it leads to different understanding of human nature theory of educational purpose. In general, with the founding of New China for more than 60 years, the understanding of the basis of human nature theory of educational purpose in our country has shifted from extreme neglect of human nature development to over-emphasis on individual center and abstract "humanization" education. Our country's educational theory and practice have experienced too much wind and rain, and too many problems are worth our thinking. Therefore, we should take history as a mirror, combine with the reality of our country and society, through combing and analyzing the development and change of educational purpose in the 60 years since the founding of New China, we can get the correct view of educational purpose. In order to promote the healthy development of education in our country, we should treat our past correctly or wrongly, reflect appropriately, set up the correct view of human nature, adhere to the Marxist dialectical view of human nature and the theory of all-round development of human beings, and promote the healthy development of education in our country.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：G521

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 王策三;認(rèn)真對待“輕視知識”的教育思潮——再評由“應(yīng)試教育”向素質(zhì)教育轉(zhuǎn)軌提法的討論[J];北京大學(xué)教育評論;2004年03期

2 扈中平;教育目的應(yīng)定位于培養(yǎng)“人”[J];北京大學(xué)教育評論;2004年03期

3 鐘啟泉;概念重建與我國課程創(chuàng)新——與《認(rèn)真對待“輕視知識”的教育思潮》作者商榷[J];北京大學(xué)教育評論;2005年01期

4 馮建軍;世界歷史性的個(gè)人主體:當(dāng)代教育的目的[J];中國地質(zhì)大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2002年02期

5 章培鑫;杜學(xué)元;;淺談教育目的與社會(huì)需要的辯證關(guān)系[J];四川文理學(xué)院學(xué)報(bào);2009年01期

6 何忠華;關(guān)于我國教育目的的思考[J];湖南第一師范學(xué)報(bào);2004年02期

7 袁小鵬;促進(jìn)人的全面發(fā)展與社會(huì)主義教育目的[J];貴州師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2002年04期

8 孫俊三;教育目的的決策者主體性[J];湖北民族學(xué)院學(xué)報(bào)(社會(huì)科學(xué)版);1994年03期

9 戴軍;婁小平;;淺議我國教育目的[J];黑龍江教育(高教研究與評估);2009年04期

10 楊勁生;毛澤東同志關(guān)于教育目的的論述是對馬克思主義教育學(xué)說的重要貢獻(xiàn)[J];海南大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);1986年04期

相關(guān)重要報(bào)紙文章 前1條

1 汪利平;[N];解放軍報(bào);2007年

相關(guān)碩士學(xué)位論文 前3條

1 吳麗君;馬斯洛人性理論初探[D];內(nèi)蒙古大學(xué);2005年

2 曹艷艷;學(xué)校教育促進(jìn)人的全面發(fā)展作用有限性研究[D];西南大學(xué);2009年

3 張曉燕;我國“新課程理念”的人本主義傾向評析[D];西南大學(xué);2010年

，

本文編號：1902289